Video Presentation Assignment

Overview
For this assignment, you will apply the skills and knowledge covered in the first four weeks of the
course to develop a plan for solving a problem. You will document your plan and create a video
presentation in which you will discuss the process you have used to formulate your plan and the
outcomes of each step of this process. You do not actually need to implement a solution to the given
problem. This is an individual assignment.

Timelines and Expectations

Percentage Value of Task: 10%
Due: Sunday 28th August, 2022, 5:00 pm.
Minimum time expectation: 10 hours

Learning Outcomes Assessed

The following course learning outcomes are assessed by completing this assessment:
 K1. Explain fundamental strategies for problem solving
 K3. Compare and contrast commonly used problem solving strategies
 K4. Describe tools and techniques that can be used to model and describe problems
 S1. Decompose a problem and create goals and plans to solve that problem
 S2. Devise and implement problem solving strategies which can be applied to a range of IT
problems
 A1. Apply problem solving strategies, tools and techniques to solve problems in a variety of
domains

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Assessment Details
This assessment requires you to evaluate the assignment scenario and apply The Global
Development Research Centre’s Problem Solving Process Steps 1-5 to 1) define the problem, 2)
analyse the problem, 3) generate possible solutions, 4) analyse possible solutions and 5) select the
most appropriate option(s), to meet the scenario criteria and constraints thereof. You are not required
to implement the selected solution, nor are you required to plan for its implementation.
Note: The Global Development Research Centre’s Problem Solving Process is available as a
separate document in the Assessment section in Moodle for your ease of reference, and the relevant
steps of this process are discussed in further detail later in this specification. The available
assignment scenarios are included as an appendix.
You must document your work as you progress through each stage of this process, ensuring that this
documentation clearly shows the output of each stage, any tools you have used as part of the process
and the thinking processes you used to obtain this output.
Once you have completed your documentation, you are required to create a video recording of no
more than 5 minutes duration in which you personally present an overview of your work. This
overview should provide the user with a description of how you have worked through this assignment,
the work you did at each stage including any tools you may have used and how these assisted you,
and the output of each step. This overview will commence with your work in the initial step of the
Problem Solving Process and continue through each step to ultimately select your optimal solution.
You will then provide a short reflection on the process, covering both using the Problem Solving
Process and your experiences completing this assignment.
You will not be assessed on the quality of the recording of your presentation – it is the quality of the
information you are presenting and your understanding of the concepts that is important. Using a
mobile phone or similar quality camera is perfectly acceptable and will help keep the size of the
presentation file small.
Important: You must be actively presenting throughout the video, with your face clearly visible and
identifiable for the duration of the presentation. It is acceptable to briefly move away from your face to
show a more clear representation of supporting materials from your documentation, but you must
otherwise ensure that you are visible and presenting throughout the video.

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 The Global Development Research Centre’s Problem Solving Process
Step 1: Define the problem
Develop a clear and concise definition for the problem. Your work in the Design Thinking session should have
helped identify an appropriate definition, but you should review this to ensure you are satisfied this properly
identifies the true problem. Think about what you really want to achieve.
At this stage you should also identify any constraints or restrictions that place limitations on the potential solutions.
For example, any mobile or wearable device needs to be easily transported, so its weight must be considered.

Step 2: Analyse the problem

There are three sub-parts to this step. First, you must develop empathy for your potential users and your market.
There needs to be a good reason to try solving this problem, so you must be able to identify the advantages that will
be gained through solving this problem. Why is solving this problem worth the effort?
Secondly, you need to understand what work has been done in this area before so you can identify what works well
and what does not. This also helps you set your work apart from the work of other people, as there is no point
creating a solution that has already been done before.
Finally, you also need to understand the criteria by which you can evaluate your potential solutions – what defines a
“good” solution and sets it apart from a “poor” solution? Develop a clear list of general attributes an ideal solution
would possess. Your constraints from step 1 should contribute to this, but you will have other attributes too. For
example, any mobile or wearable device must be lightweight, so this is a criterion that must be included in a “good”
solution.

Step 3: Generate possible solutions

Here you want to come up with as many ideas as possible. Some of these may later be combined into one larger
solution. Your work in the Design Thinking session should have identified at least 5 radical solutions. Expand on
this using brainwriting and / or brainstorming techniques. These are explored in the week 3 lab. You may find it
useful to use a tool, such as a mindmap, to help document these ideas.

An important note about Step 3 and Group-work

This is an individual assignment. However, you may work with other students, friends or family, to brainstorm
additional ideas for this step. You must acknowledge this assistance in your documentation.

Step 4: Analyse possible solutions

This stage is about sorting and organising your ideas from step 3 into possible solutions, and identifying the benefits
and the negatives of each of these. You should use a tool to help you with this – think about what would be
appropriate. You might also identify some really interesting or innovative ideas and should note these too. This is a
time for observation, not for evaluation, so just use this step to take notes.

Step 5: Select the most appropriate options

For this final step, you need to evaluate your possible solutions from step 4 against the criteria for a “good” solution
you established in step 2. This should be done using a suitable tool of your choice. Use this evaluation to select
your “best-fit” solution, and document the reasons why this is the best possible solution to solve the problem.

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Submission
Your completed video must be uploaded to YouTube as an unlisted file so that it is only accessible to
anyone who is given a link to the file. This link must be included in the document you have created for
the assignment. This is so your video is accessible to the marker; if the video is not accessible, then it
will not be marked.
Your assignment documentation (Design Thinking Session worksheet and Problem Solving Process
documentation), which includes the unlisted YouTube link, must be submitted to Moodle in the
submission point provided by the due date and time.
Please be aware that uploading videos to YouTube may take longer than you expect, and it is your
responsibility to allow enough time for the video presentation to upload, for the link to the unlisted
presentation to be included within your documentation, and for you to then upload the documentation
to Moodle by the deadline. Make sure you allow yourself sufficient time for this to occur.
Please do NOT upload your videos directly to Moodle. Any videos provided directly in Moodle will not
be marked.

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Marking Criteria
Note:
1) Any video that is not submitted to YouTube as an unlisted file will not be marked.
2) Videos will be awarded zero marks if the student is not visible, identifiable and actively presenting
throughout. Brief absences are acceptable for display of supporting materials.
3) Any video that exceeds 5 minutes duration will be marked based on the first 5 minutes only.

Criteria Available Marks

Marks Awarded
Design Thinking Session workbook 5
The worksheets from design thinking session completed and submitted
Problem Solving Process documentation 5
Documentation showing working through problem using Problem Solving
Process completed and submitted. Link to the video presentation is included.
VIDEO PRESENTATION Step 1: Problem Definition 5
The problem is clearly and concisely identified. A person unfamiliar with the
scenario would be able to determine what the student is attempting to achieve (3
marks).
Any constraints / restrictions that impact the potential solutions are noted (2
marks).
VIDEO PRESENTATION Step 2: Problem Analysis 10
The current situation has been researched and analysed to provide a solid
grounding for the new development
 Benefits of proceeding with the selected scenario are identified (2
marks)
 Features of competing (or closest to competing) products are analysed
and contrasted to the plan for the selected scenario (3 marks)
 Criteria are established by which the potential solutions may be
evaluated for suitability (5 marks)
VIDEO PRESENTATION Step 3: Generating Possible Solutions 5
(collaboration recommended)
Student has participated in a brainwriting and / or brainstorming session to
generate a large quantity (quality not relevant) of potential solutions / ideas for
their chosen scenario. It is evident that the problem has been considered from a
variety of perspectives (4 marks). Collaboration properly acknowledged (1
mark).
VIDEO PRESENTATION Step 4: Analyzing the Solutions 5
 Potential solutions from Step 3 have been organized using a suitable
tool (2 marks)
 Advantages and disadvantages of each solution have been identified (3
marks)
VIDEO PRESENTATION Step 5: Selecting the Best Solution 10
 Solutions are reviewed for suitability based on the criteria established in
Step 2 and the analysis conducted in Step 4 (5 marks)
 A solution (which may be a combination of smaller solutions) has been
identified (2 marks) and its selection justified (3 marks)

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 VIDEO PRESENTATION Reflection 5
 An insightful reflection is included that considers the challenges and
advantages of using The Problem Solving Process (3 marks) and the
student’s personal experiences in working through this assessment (2
marks)
Total 50

Feedback
Marks will be uploaded in fdlMarks and a completed marking feedback sheet uploaded in Moodle
within 2 weeks of the assessment due date.

Plagiarism:
Plagiarism is the presentation of the expressed thought or work of another person as though it is one's
own without properly acknowledging that person. You must not allow other students to copy your work
and must take care to safeguard against this happening. More information about the plagiarism policy
and procedure for the university can be found at
http://federation.edu.au/students/learning-and-study/online-help-with/plagiarism.

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Appendix:

Assignment Scenario
As a result of the COVID-19 pandemic, public transport networks have experienced a significant
decline in patronage. This is expected to continue for an extended period into the future. This article
by The Age: https://www.theage.com.au/national/victoria/back-to-cars-public-transport-expected-to-
take-post-pandemic-beating-20200828-p55q6q.html provides an overview of the issue.
Your task is to reimagine public transport in your state to increase patronage. This reimagining should
consider not only the impact on public transport due to concerns about infectious disease control, but
also a wider world view encompassing climate change / environmental concerns, availability of
transport across sectors of the population, cost, reliability and so on.

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