Unit rationale, description and aim
In a rapidly evolving digital world, computing professionals must design technologies that are not only innovative but also ethical, inclusive, and socially responsible. This unit introduces students to the societal, cultural, and ethical dimensions of computing and explores how technology can address real-world problems or create value for communities and organisations.
Students apply user-centred and design thinking approaches to identify societal or business challenges, develop empathy maps and problem statements, and propose computing-based solutions such as mobile or web applications. The unit integrates concepts of cybersecurity, sustainability, and cultural inclusion, including respect for Australian Aboriginal and Torres Strait Islander perspectives, to promote ethical innovation. Aligned with the United Nations Sustainable Development Goal 9 (Industry, Innovation, and Infrastructure), the unit challenges students to think critically about the kind of future we are building with technology.
The aim is to enable students to see themselves not just as learners of computing, but as future innovators, problem-solvers, and changemakers capable of using technology to serve the common good.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe the fundamental components, processes, an...
Learning Outcome 01
Analyse the societal, cultural, and ethical implic...
Learning Outcome 02
Apply user-centred and design thinking approaches ...
Learning Outcome 03
Design and communicate technology concepts that a...
Learning Outcome 04
Reflect critically on ethical, cybersecurity, and ...
Learning Outcome 05
Content
Topics will include:
- Introduction to Computing in Society
- Design Thinking for Ethical Innovation
- Core Components of Computing Systems
- Data Representation and Digital Logic
- Algorithms and Computational Thinking
- Operating Systems and User Interfaces
- Networks and Online Communication
- Cybersecurity, Privacy, and Digital Trust
- Emerging Technologies: AI, XR, and Digital Twins
- Designing Ethical and Responsible Technology
- Sustainable and Green Computing
- Computing and the UN Sustainable Development Goals (SDG 9: Industry, Innovation, and Infrastructure)
Assessment strategy and rationale
The assessment strategy in this unit is designed to scaffold learning from foundational knowledge to practical application and ethical reflection. Students begin by exploring the societal and ethical implications of computing, then apply user-centred and design thinking approaches to propose a computing-based solution for a real-world community or business challenge and finally reflect on their learning and innovation process. This sequence supports the development of technical, analytical, and ethical competencies, aligned with the learning outcomes, graduate capabilities, and the unit’s overarching focus on responsible and sustainable innovation.
To pass the unit, students must demonstrate achievement of every unit learning outcome and obtain a minimum mark of 50% for the unit.
Overview of assessments
Assessment Task 1: Design Thinking - Understand...
Assessment Task 1: Design Thinking - Understanding the Problem
This task enables students to demonstrate their ability to apply user-centred and design thinking approaches to a real-world societal or business issue. By analysing user needs and exploring the problem context, students develop an understanding of how computing-based innovations can be conceptualised and designed to address identified needs ethically and responsibly.
30%
Assessment Task 2: Design Thinking - Solution Des...
Assessment Task 2: Design Thinking - Solution Design and Prototype
This task develops students’ ability to design and communicate ethical, sustainable, and technically informed computing solutions. Building on their initial research, students collaborate to select one proposed concept and transform it into a low-fidelity prototype supported by system or process maps. Through this project, students demonstrate how computing principles and design thinking can be integrated to address community or organisational challenges responsibly.
40%
Assessment Task 3: Professional Portfolio and Re...
Assessment Task 3: Professional Portfolio and Reflection
This task requires students to curate a portfolio that includes selected artefacts and a final self-reflection, accompanied by a recorded oral presentation, on their development as ethical, future-ready computing professionals.
30%
Learning and teaching strategy and rationale
The teaching approach within this unit places students at the centre of their learning. It combines interactive online learning with practical experiences that foster critical thinking, creativity, and ethical awareness. Fundamental concepts are introduced through engaging digital materials and guided resources, enabling students to learn flexibly and independently. This foundation is then extended through active learning opportunities including discussions, design workshops, and problem-solving activities.
Students engage in reflective practice to deepen their understanding of computing concepts and their broader social and ethical implications. This blended, student-centred approach enables learners to connect theory with practice, develop professional and problem-solving skills, and apply computing principles to real-world contexts with a focus on responsible and ethical innovation.