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Unit outline_

OCCP5251: Technology for Living

Semester 1, 2021 [Normal day] - Camperdown/Darlington, Sydney

It is becoming increasingly important for occupational therapists to be 'tech-savvy' in order to address client goals and facilitate independence and participation. Modern technology can support the independence of people with disabilities in important tasks such as work, study, communication and connecting with others, recreation, living safely and managing a household. This unit will explore the ways that modern electronic technologies such as computers, iPads and tablets, and telephones can be accessed and used by people of all ages with various disabilities. It will also explore technologies that enable people with disabilities to control their environment, such as operating entertainment systems, doors, lights, windows and emergency call systems. The unit will be practical and skills-based, involving demonstrations and hands-on use of technologies, real-life case studies and guest speakers. The theoretical underpinnings of this area will also be examined, by exploring relevant conceptual frameworks, assessment tools, and recent literature. The unit provides a foundation for students wishing to specialise in this area of practice. It will also provide students with skills that can be applied to clients in many areas of practice, as well as providing information on resources and referral to specialised services.

Unit details and rules

Academic unit Participation Sciences
Credit points 6
Prerequisites
? 
OCCP5208 and OCCP5218 and OCCP5219
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Bronwyn Simpson Simpson, bronwyn.simpson@sydney.edu.au
Type Description Weight Due Length
Assignment hurdle task Case study report
Funding submission
50% Formal exam period
Due date: 09 Jun 2020 at 23:59
3000 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Assignment Assistive technology justification
Written assignment
25% Week 06
Due date: 03 Feb 2021 at 07:54
2000 words
Outcomes assessed: LO1 LO6
Skills-based evaluation hurdle task Viva voce
Assistive technology system setup
25% Week 09
Due date: 07 May 2021 at 08:00
10 minutes
Outcomes assessed: LO2 LO6 LO4
hurdle task = hurdle task ?

Assessment summary

  • Assistive technology justification: Students compose an email to a (fictional) funding body about the importance of technology access for a case study client. The assessment must be submitted to pass the UoS. 
  • Viva voce: Students will set up an assistive technology system for a case study client. The components of the AT system will be listed in the task instructions. The case study/AT system used in the viva will be selected randomly from a set of four as the student enters the examination room. The assessment must be passed to pass the UoS. A second attempt is allowed for a failed Viva (maximum score 50%)
  • Case study report: Students are to consider the types of technologies that will enable the person in the case study to achieve their functional goals. Students will prepare a NDIS funding requests for equipment and services. The assessment must be passed to pass the UoS.

 

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Distinction

75 - 84

Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Credit

65 - 74

Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Pass

50 - 64

Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Per Assessment Procedures 2011: Written work submitted electronically after 11.59 pm on the due date will be considered to have been submitted late. For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. For work submitted more than ten calendar days after the due date a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Introduction to assistive technology Lecture and tutorial (3 hr)  
Week 02 Computer access: part one Lecture and tutorial (3 hr)  
Week 03 Computer access: part two Lecture and tutorial (3 hr)  
Week 04 Guest presentation: universal design Lecture and tutorial (3 hr)  
Week 05 Telephone and tablet access Lecture and tutorial (3 hr)  
Week 06 Environmental control: part one Lecture and tutorial (3 hr)  
Week 07 Environmental control: part two Lecture and tutorial (3 hr)  
Week 08 Electronic wheelchair controls Lecture and tutorial (3 hr)  
Week 09 Self-directed learning module: augmentative and alternative communication Individual study (3 hr)  
Week 10 "Soft technology": assessing, prescribing, implementing and supporting AT systems Lecture and tutorial (3 hr)  
Week 11 1. Assistive technology for recreation 2. Device mounting Lecture and tutorial (3 hr)  
Week 12 Cognitive support and safety Lecture and tutorial (3 hr)  
Week 13 AT for vision and hearing impairment, Supplier expo Lecture and tutorial (3 hr)  

Attendance and class requirements

Attendance: The Master of Occupational Therapy is a course that enables graduates to be eligible for professional registration and to be members of OT Australia. The course is accredited by OT Australia, and has World Federation of Occupational Therapists accreditation as meeting minimum required education standards. To meet these minimum requirements, students must complete all components of the course, this includes attending classes.

There is a 2 hour lecture and 1 hour tutorial each week. Attendance is expected at lectures (unless other arrangements are made) and lecture content is assumed knowledge for the tutorials. Attendance at tutorials is mandatory and attendance will be recorded. Some tutorials involve completion of asynchronous activities, which will be counted as attendance.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. describe potential client goals related to technology use in the areas of self-care, home control and safety, education, work and leisure for people with a range of health conditions and disabilities
  • LO2. demonstrate skills in assessing individual needs, recommending and setting up assistive technology to facilitate access to computers, tablets, phones and mounting and positioning systems
  • LO3. demonstrate awareness of the types of environmental control systems which can be used to control the home environment
  • LO4. prescribe and set up basic environmental control systems
  • LO5. prepare a funding application for assistive technology equipment and services which demonstrates strong clinical reasoning
  • LO6. conduct a training session in technology use, including identifying training needs, conducting training and preparing learning materials.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9
Australian occupational therapy competency standards 2018 -
Competency code Taught, Practiced or Assessed Competency standard
1.1 A Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
1.10 A Practises within limits of her/his own level of competence and expertise
1.11 A Maintains professional competence and adapts to change in practice contexts
1.12 A Identifies and uses relevant professional and operational support and supervision
1.13 A Manages resources, time and workload accountably and effectively
1.15 A Addresses issues of occupational justice in practice
1.17 A Recognises and manages any inherent power imbalance in relationships with clients.
1.2 A Adheres to legislation relevant to practice
1.3 A Maintains professional boundaries in all client and professional relationships
1.4 A Recognises and manages conflicts of interest in all client and professional relationships
1.7 A Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
1.8 A Adheres to all work health and safety, and quality requirements for practice
2.1 A Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.10 A Maintains digital literacy for practice.
2.2 A Applies theory and frameworks of occupation to professional practice and decision-making
2.3 A Identifies and applies best available evidence in professional practice and decision-making
2.8 A Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
2.9 A Maintains knowledge of relevant resources and technologies, and
3.1 A Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.10 A Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
3.11 A Evaluates client and service outcomes to inform future practice
3.12 A Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
3.13 A Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
3.2 A Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.3 A Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4 A Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.5 A Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
3.7 A Reflects on practice to inform and communicate professional reasoning and decision-making
3.8 A Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
4.1 A Communicates openly, respectfully and effectively
4.10 A Seeks and responds to feedback, modifying communication and/or practice accordingly, and
4.11 A Identifies and articulates the rationale for practice to clients and relevant others.
4.2 A Adapts written, verbal and non-verbal communication appropriate to the client and practice context
4.5 A Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice
4.8 A Maintains collaborative professional relationships with clients, health professionals and relevant others

This section outlines changes made to this unit following staff and student reviews.

This year, we have restructured the unit to involve a large group lecture and smaller tutorial groups, to enable larger numbers of students to enrol, which maintaining access to equipment and opportunities for hands-on practice.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.