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MLIM6319-assessment Details

This document provides information about an assessment for a course on information behavior. Students will complete a group project exploring the impacts of generative AI tools on the information behavior of a specific profession. Each group must select a profession, conduct research on the information behavior of that profession, explore potential applications of generative AI tools within it, analyze the tools' impacts, discuss ethical concerns, and provide recommendations. The project involves a group report of at least 3500 words, a 20-minute presentation, and documentation of collaboration.

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Kwok Chun Wong
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0% found this document useful (0 votes)
14 views10 pages

MLIM6319-assessment Details

This document provides information about an assessment for a course on information behavior. Students will complete a group project exploring the impacts of generative AI tools on the information behavior of a specific profession. Each group must select a profession, conduct research on the information behavior of that profession, explore potential applications of generative AI tools within it, analyze the tools' impacts, discuss ethical concerns, and provide recommendations. The project involves a group report of at least 3500 words, a 20-minute presentation, and documentation of collaboration.

Uploaded by

Kwok Chun Wong
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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THE UNIVERSITY OF HONG KONG

FACULTY OF EDUCATION

Course Particulars
Course code: MLIM6319
Course title: Information Behavior

Assessment type Description

Group Project Generative AI tools have the potential to bring about a paradigm shift in people's
(40%) information behavior. These tools, powered by advanced machine learning algorithms,
can generate new content, simulate human-like conversation, and assist in various
information-related tasks. In this group project, you are invited to explore the impacts of
generative AI tools on the information behavior of a specific profession. By focusing on
a profession such as teachers, doctors, students, or librarians, your group will delve into
how generative AI tools can shape and influence the way professionals in that field access,
utilize, and interact with information.

1. Profession selection: each group should select a profession to focus on for this project.
Justification for the chosen profession should be provided.
2. Literature review: conduct a thorough literature review to synthesize the information
behavior involved in the chosen profession.
3. Applications of Generative AI Tools: explore the applications of generative AI tools
within the chosen profession, referring to the applications provided in existing literature
as well as the potential applications based on the functionalities and capabilities of
generative AI tools.
4. Impacts of Generative AI Tools: analyze and assess the impacts of generative AI tools
on the information behavior of the chosen profession.
5. Ethical Concerns and Challenges: discuss the ethical concerns and challenges
associated with the use of generative AI tools in the chosen profession.
6. Suggestions: provide practical suggestions and recommendations for professionals in
the chosen profession regarding the effective and responsible use of generative AI tools.

Each group is required to complete a group report (no less than 3500 words) together
with a 20-min group presentation. The requirement of the collaboration journey is
provided in the “Assessment Details” document.

Recommended readings:

Chen, B., Wu, Z., & Zhao, R. (2023). From fiction to fact: the growing role of
generative AI in business and finance. Journal of Chinese Economic and Business
Studies, 1-26.
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., ... &
Wright, R. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on
opportunities, challenges and implications of generative conversational AI for research,
practice and policy. International Journal of Information Management, 71, 102642.
Jo, A. (2023). The promise and peril of generative AI. Nature, 614(1), 214-216.
Ouyang, L., Wu, J., Jiang, X., Almeida, D., Wainwright, C., Mishkin, P., ... & Lowe, R.
(2022). Training language models to follow instructions with human
feedback. Advances in Neural Information Processing Systems, 35, 27730-27744.
Zhang, P., & Kamel Boulos, M. N. (2023). Generative AI in Medicine and Healthcare:
Promises, Opportunities and Challenges. Future Internet, 15(9), 286.

Three deliverables are required for the group project: 1) group report (no less than
3500 words)— 20% ; 2) a 20-min group presentation (10%); 3) a collaboration journey
(10%)

The collaboration journey should document the group collaboration plan and the
meeting minutes. A template is provided on Moodle.

Group Report

Content Writing & organization

Excellent Substantially and The language contains very few, if any,


critically address all errors in grammar and vocabulary.
guiding questions.
Argumentatively well-organized, points are
Supporting findings presented in full sentences.
are clearly presented

Sources are
appropriately
referenced and cited.

Good Appropriately address The language is generally accurate but


the guiding questions. contains a few systematic errors in complex
grammar and vocabulary.
Present sufficient
supporting findings Clearly structured using complete
sentences.
Sources are generally
well-cited with little
referencing errors.

Average Address the guiding The language is mostly accurate, and errors,
questions but with when they occur, are mainly in complex
little detail or grammar and vocabulary. Errors are
supporting findings. distracting but the overall meaning is still
intelligible.
Sources are generally
cited with some Reasonably structured using some point
referencing errors. forms.

Borderline Roughly address the The language is sufficient for meaning to be


acceptance guding questions with understood with effort. However, the
little supporting language contains frequent errors in simple
findings presented.
and complex grammar and vocabulary that
References not are distracting.
properly formatted.
No clear structure with findings mostly
presented in point forms.

Unsatisfactory Did not address any Errors in language and vocabulary are so
question. frequent and distracting that the essay is
largely incomprehensible.
No supporting findings
presented. No organization and only present findings
in point forms.
No references or
citations.

Group presentation

Presentation content Design & Clarity Presenter’s Oral


Presentation

Excellent Highly plausible, Visually appealing Presenter was


innovative and confident and
convincing content Presented professional.
information
Demonstrated ability effectively Established eye
to connect theories and contact.
concepts introduced in Easy to read.
the course with the Clearly and fluently
content Utilized creativity present the proposed
in use of figures, solution, and its
Critically addressed tables, headings impacts.
the group project and colors.
questions Answered questions
well.

Explained all content


very clearly

Perfect time
management

Good Innovative and Visually pleasant Presenter conveys a


convincing content sense of confidence
Present
Demonstrated a good information Easy to follow
understanding on the clearly
theories and concepts Clearly present the
introduced in the Easy to read. proposed solution, and
course its impacts.
Effective use of
figures, tables,
Sufficiently addressed headings and Answered most
the group project colors. questions clearly.
questions
Explained most
content clearly

Able to complete the


presentation within
the given time

Average Innovative content Visually friendly Presentation and


with good demonstration of
considerations Present understanding was
information acceptable
Demonstrated a solid adequately
understanding on some Answered some
of the theories and Clear to read. questions clearly.
concepts introduced
Appropriate use of Able to complete the
Effectively addressed figures, tables, presentation by giving
the group project headings and a bit extra time.
questions colors.

Borderline Somewhat innovative Present Presenter did not


acceptance content information convey a sense of
adequately confidence
Weak connections
with the theories and Clear to read. Some part of the
concepts introduced in presentation is not
the course No effective use clear
of figures, tables,
Briefly addressed the headings and Not provide clear
group project colors. answers to questions
questions
Additional practice
would be helpful.

Unsatisfactory No innovation or ideas Not visually Presenter was not


of one's own effective. prepared.

no connections with Hard to understand


the theories and
concepts introduced in Not clear
the course

did not address the


group project
questions

Group collaboration journey

Collaboration plan Collaboration process recording


Excellent Detailed timeline with
specific deadlines and Well-documented group discussions the
well-defined group workspace
milestones
Well-documented shared materials within
Clear communication groups in the group workspace (e.g.
plan outlining how readings)
team members will
stay in touch and Zoom recordings of each group discussions
resolve conflicts in the collaboration process

Clear plan for how


each team member
will contribute to the
project

Good A timeline with Well-documented group discussion notes in


reasonable deadlines the group workspace
and milestones
Some shared materials within groups in the
Communication plan group workspace
outlining how team
members will stay in Zoom recordings of some group discussions
touch in the collaboration process

Clear plan for how


each team member
will contribute to the
project

Average A Timeline with Some discussion notes in the group


general deadlines and workspace
milestones
Some shared materials within groups in the
Some communication group workspace
plan
No zoom recordings of group discussions
Some discussion on
how each team
member will
contribute to the
project

Borderline A timeline with no Some discussion notes in the group


specific deadlines and workspace
well-defined
milestones No shared mateirls within the groups in the
workspace
Unclear
communication plan

No discussion on how
each team member
will contribute to the
project

Unsatisfied No timeline, no No discussion notes in the collaborative


communication plan learning processes

Assignment Details

Assessment type Description

Individual report Collaborative information seeking is a key component of collaborative learning in


(30%) educational settings as well as group collaboration in the workplace. The success of
collaborative learning lies in the balance between individual gains and collective benefits.
You are invited to write an essay about your collaboration experience of the group project
in this course, and then go beyond to provide new reflections and insight into enhancing
information behavior in collaborative learning. The essay needs to have a clear and strong
argument with sufficient elaboration and literature support. Turnitin Report is required to
submit together with the individual report to Moodle. Below are some guiding questions
about the topic for your reference.
1. Review the collaboration experience of your group project in the course,
including
a. Describe your role in the group project, and your contributions, as well
as what you have learned from the group project.
b. How did your group members engage in collaborative information
behavior?
c. What is your view of your group members’ performance? What is your
view of your group project outcome? Overall, are you satisfied with the
collaborative learning experience?
d. What is the best part of the collaborative learning process to you? Are
there anything that can be done better if you could do the project again?
2. Referring to your own experience and the related literature, what is your view of
the role of information behavior in collaborative learning? Are there any
suggestions for enhancing information behavior in the collaborative learning
processes?

Recommended readings:

Barnes, C. M., Hollenbeck, J. R., Jundt, D. K., DeRue, D. S., & Harmon, S. J. (2011).
Mixing individual incentives and group incentives: Best of both worlds or social
dilemma?. Journal of Management, 37(6), 1611-1635.
Brooks, C. M., & Ammons, J. L. (2003). Free riding in group projects and the effects of
timing, frequency, and specificity of criteria in peer assessments. Journal of Education
for Business, 78(5), 268-272.
Esteban, J., & Ray, D. (2001). Collective action and the group size paradox. American
political science review, 95(3), 663-672.
Kollock, P. (1998). Social dilemmas: The anatomy of cooperation. Annual review of
sociology, 24(1), 183-214.
Rogat, T. K., & Linnenbrink-Garcia, L. (2011). Socially shared regulation in
collaborative groups: An analysis of the interplay between quality of social regulation
and group processes. Cognition and Instruction, 29(4), 375-415.
Sigmund, K. (2007). Punish or perish? Retaliation and collaboration among humans.
Trends in ecology & evolution, 22(11), 593-600.

The deliverable: an individual essay (no less than 2500 words).

Grading Rubrics

Content Discussion Writing

Excellent Consistently articulate Various important The language


informed, thoughtful, aspects of the problem contains very
and critical reflections are substantially few, if any,
on the problem considered. errors in
grammar and
Viewpoints are Suggestions on potential vocabulary. If
always clearly solutions are proposed slips are present,
presented, and discussed in detail. the meaning is
meticulously still clear.
supported with
literatures.

Good Demonstrate Various important The language is


thoughtful and critical aspects of the problem generally
reflections on the are considered. accurate but
problem contains a few
Suggestions on potential systematic errors
Viewpoints are solutions are proposed. in complex
always clearly grammar and
articulated, supported vocabulary.
with literatures.

Average Demonstrate some Some important aspects The language is


good level of of the problem are mostly accurate,
reflections on the discussed. and errors, when
problem they occur, are
Mentioned possible mainly in
Viewpoints are solutions. complex
articulated well, grammar and
supported with few vocabulary.
literatures. Errors are
distracting but
the overall
meaning is still
intelligible.

Borderline Provide an overall Aspects of the problem The language is


acceptance reflection of the are briefly mentioned. sufficient for
problem meaning to be
understood with
Introduce some effort. However,
literatures. the language
contains frequent
errors in simple
and complex
grammar and
vocabulary that
are distracting.

Unsatisfactory Provide an inadequate No discussions or Errors in


reflection of the suggestions regarding language and
problem the problem. vocabulary are so
frequent and
No literatures are distracting that
clearly presented. the essay is
largely
incomprehensibl
e.

Assessment type Description

Case discussion There will be an in-class discussion sessions in each class during the lecture week
(30%) 2-7. Each student is required to actively participate in these sessions. During the
discussion session, students will work in groups and have structured activities to
facilitate the knowledge sharing and co-construction within and across groups.
The discussion process will be recorded individually. Seven articles on Perusall
related to the weekly discussion topics will be provided. Each student is required
to read the articles on Perusall and make at least one annotation per article in their
reading process by Nov 10, 2023. This assignment will be graded individually,
based on the level of participation in the in-class discussion, as well as the quality
of annotation notes on Persuall readings. The discussion topic for each session
will be released a week earlier.

Deliverables: 1) Read seven articles on Perusall and make at least one


annotation per article on Persuall; 2) the recording of the in-class discussion
after each seession.

Grading Rubrics

In-class participation Persuall reading

Excellent Actively participate in Read and complete 7 or


breakout discussion and more reading
in-class sharing assignments on time

Actively listens and High quality summary,


responds thoughtfully to insightful and critical
others' ideas and annotation notes
perspectives.
Clear writing, with no
Offers insightful and grammar errors
original contributions
that enhance the overall Actively review others'
discussion. comments and provide
constructive feedback
Collaborates effectively
with group members and
fosters a positive and
inclusive environment.

Demonstrates a
comprehensive
understanding of the
topic and effectively
incorporates relevant
evidence and examples.

Good Listens attentively to Read and complete at 7


others and provides reading assignments on
meaningful contributions time
that contribute to the
discussion. Good quality summary,
some relevant and
Offers well-reasoned and critical notes
supported arguments or
viewpoints. Clear writing, with very
few grammar errors
Collaborates effectively
with group members, Review others'
encouraging active comments and provide
participation and substantial feedback.
respecting diverse
perspectives.

Demonstrates a solid
understanding of the
topic and incorporates
relevant evidence and
examples.

Communicates ideas
clearly with good
organization and
articulation.

Average Listens to others' Complete seven reading


contributions and assignments
provides some relevant
comments or questions. Clear annotations, with
some relevant notes
Offers explanations or
viewpoints, but may lack Clear writing, with some
depth or originality. grammar errors
Collaborates reasonably Review others'
well with group comments and provide
members, but may need some feedback
some improvement in
encouraging
participation and
respecting diverse
perspectives.

Demonstrates a basic
understanding of the
topic and includes some
relevant evidence and
examples.

Communicates ideas
adequately with
occasional lapses in
clarity or organization.

Borderline Listens passively Complete three readings


without actively
engaging or contributing Clear annotations, but
to the discussion. with no relevant notes

Offers minimal or Intelligible writing


unclear explanations or
viewpoints.

Unsatisfied Does not actively Did not complete the


contribute or participate readings
in the discussion.

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