Information Technology / Information Systems Management Programmes
Discussion Types
Type Description
Discussion: Students take a position on an assigned topic and defend that
Focused position. Follow-up postings include presenting alternatives to
Debate colleagues' positions and defending their own.
Discussion: Students take a position on an assigned topic and defend that
Extended position. Follow-up postings include presenting alternatives to
Debate colleagues' positions and defending their own.
Discussion: Students respond to a scenario, broad question, hypothetical
Focused case or situation, or a real-world event/practice/phenomenon.
Discussion They also post follow-on postings to colleagues and reply to the
follow-ons they receive from colleagues.
Discussion: Students respond to a scenario, broad question, hypothetical
Extended case or situation, or a real-world event/practice/phenomenon.
Discussion They also post follow-on postings to colleagues and reply to the
follow-ons they receive from colleagues. A critical distinction is
that the instructor guides the Discussion so that it evolves over
a longer period of time, and there is greater synthesis and
interaction among the learning community as a result.
Discussion: Similar to a blog where the instructor posts a blog-like
Conversation discussion on a topic that shares experiences or examples. The
students then post their own experiences to the thread where
an informal discussion on an interesting topic occurs. Students
are not required to research anything unless it helps support
what they want to say. They are required to submit an original
post and respond to at least 2 others.
Copyright—Laureate Online Education © All rights reserved, 2000–2014. The Module, in all its parts—syllabus, guidelines, technical notes, images and any
additional material—is copyrighted by Laureate Online Education B.V. Last update: 19 June 2014
Basis for Grading Academic
Citations
Participation, critical evaluation of colleagues' Required
postings, incorporation of scholarly resources beyond
assigned readings, evidence of position as having
continuity with existing scholarship and practice,
comprehensiveness in terms of coverage of salient
aspects of the topic, language, synthesis of
colleagues' assertions in cogent response postings
Participation, critical evaluation of colleagues' Required
postings, incorporation of scholarly resources beyond
assigned readings, evidence of position as having
continuity with existing scholarship and practice,
comprehensiveness in terms of coverage of salient
aspects of the topic, language, synthesis of
colleagues' assertions in cogent response postings
Participation, critical evaluation of colleagues' Optional.
postings, evidence of application of theory to practice,
comprehensiveness of salient elements and aspects
in postings and responses, language
Participation, critical evaluation of colleagues' Required
postings, incorporation of scholarly resources beyond
assigned readings, evidence of position as having
continuity with existing scholarship and practice,
comprehensiveness in terms of coverage of salient
aspects of the topic, language, synthesis of
colleagues' assertions in cogent response postings
Not graded; indicative grading only Optional
1/2
 Information Technology / Information Systems Management Programmes
Discussion Types

Type Description Basis for Grading Academic Citations

Assignment: Individual assignment in which students are
Individual given a task with clearly defined parameters to
Hand-In perform and then submit.
Assignment: Individual assignment in which students are
Individual given a topical essay to compose and then
Paper submit at the end of the week.
Assignment: Individual assignment in which students are
Individual given a task that is divided into components,
Project stages or sections for submission in formative
and/or summative form.
Assignment: Group assignment in which students are given
Group a task that is divided into components, stages,
Project or sections for submission in formative and/or
summative form. Students share or divide
tasks, interactive in peer review or
collaborative settings.
Assignment: Summative reflection in which students self-
Reflection evaluate their learning about a particular
week, the module as a whole, a set of
modules such as a specialism or their
personal and professional development.
Timeliness, evidence of content mastery, completion, Optional
precision, adherence to all requirements, appropriate level,
functionality testing
Timeliness, evidence of critical evaluation or application of Required
theory, practice-based implications, historical trajectory of the
topic in an IT/ISM context, framework of understanding about
the margins of the target phenomenon or theory/theories
from a research and applied perspective, thorough
integration of all relevant perspectives, evidence of analysis
and critical evaluation beyond a summary of existing
resources, language
Encompasses the project itself and its parameters by type, Required, unless
but guided by general principles in alignment with format, highly procedural,
expectations, citations, critical thinking, etc. See examples such as a program or
under ‘Individual Paper’. a data centre plan
Encompasses the project itself and its parameters by type, Required, unless
but guided by general principles in alignment with format, highly procedural
expectations, citations, critical thinking, etc. See examples such as a program or
under ‘Individual Paper’. a data centre plan
Highly customised to the type of reflection and the target Optional
content and expectations. A reflection about the learning in a
module would have a very different rubric from a professional
development plan.

Copyright—Laureate Online Education © All rights reserved, 2000–2014. The Module, in all its parts—syllabus, guidelines, technical notes, images and any 2/2
additional material—is copyrighted by Laureate Online Education B.V. Last update: 19 June 2014