Course: Masters of Public Health
Unit: community and safety education
Assessment 3 Safety and Education Activity
Task ##[Pls make slides and speakers notes for each slides]
Education is a basic element of social change. A community strengths-based approach to safety education places you as a facilitator to help others broaden their understanding of their own lives. By understanding their own lives, people may then be able to strategise changes in response to emergency and disaster situations. The problem-posing educational approach introduced in this unit is a contemporary and useful way to collaborate in the education process with community members and is particularly relevant to safety education. Additionally, the problem-posing educational approach provides an educational opportunity to develop a discussion starter and strategise actions in response to your chosen safety issue for the selected community. Given this, in Assessment 3 you will focus on the application of this problem-posing educational approach to formulate a safety and education activity, through collaboration with another person, that is relevant to your selected safety issue and suits the safety and education needs of the chosen community. For Assessment 3, you will need to use peer-reviewed literature to critically analyse the safety issue. The problem-posing educational approach and the use of relevant peer-reviewed literature should be used to critically analyse the safety and community needs of your chosen community.
Assessment 3 is a recorded PechaKucha presentation with annotated speaker notes documenting your problem-posing educational approach. A PechaKucha is a recorded PowerPoint presentation of 20 slides with 20 seconds allocated to each slide. There are three main parts to this presentation: naming, dialogue and reflection, and strategy. To reflect a community strengths-based approach, you will be collaborating with a classmate, a work colleague or a member of the identified community you had nominated in Activity 3.1 Forum to complete the activities of the problem-posing educational approach.
When designing this presentation, the following questions must be answered:
NAMING
1. What does the literature say about your chosen safety issue and the selected community’s safety and education?
##[Chosen safety issue: Pedestrian safety in Melbourne CBD] ##[selected community: Immigrants and International students]
DIALOGUE AND REFLECTION
2. What is your discussion starter for the safety issue?
3. What were the results of the problem-posing discussion with your collaborator? What insights did you gain through this process regarding the safety and education needs of your chosen community? (Referring back to Module 4, discussion questions include: What do you see is happening here from your own viewpoint? Why do you think is happening?)
STRATEGY
4. What feasible strategies were discussed for the chosen community based on their safety and education needs regarding the safety issue?
5. What aspect(s) of this problem-posing process will you develop into a safety education activity to meet the community’s safety and education needs regarding the safety issue?
6. How is this problem-posing approach useful for safety and community-based learning? (Using the literature, you must provide a rationale for or refutation of this approach)
Note that there are six points that need to be covered in the PechaKucha presentation (1 slide per question specified above). It is up to you to decide how you will allocate the remaining 14 slides (for a total of 20 slides). You will need to include your annotated speech directly into the speaker notes section of the PowerPoint presentation.
