Background, learning outcomes, assessment, and excerpt rubric of Sample 1 (Source: https://www.sydney.edu.au/units/INFS3600/2025-S2C-ND-CC)
<aside>
Title: Business Information Systems in Practice
Teaching Strategies: Reframing with GenAI in the Capstone
Background
This capstone unit bridges the gap between theory and practice by integrating knowledge and consolidating key skills developed across the Business Information Systems major. It aims to provide students with practical experience in identifying, analysing, and solving contemporary business problems. Much of this unit is dedicated to a problem-solving, experiential approach to learning. Students ensure their career-readiness by demonstrating their ability to apply concepts, theories, frameworks, methodologies, and skills to authentic problems and challenges faced in the field of information systems.
Learning Outcomes
LO1. apply and relate information systems theories and concepts in the context of an actual business problem with societal relevance
LO2. analyse open-ended business scenarios and evaluate the implications of information systems decisions
LO3. apply techniques for organisational and business process analyses to resolve an actual business problem
LO4. communicate in a professional and confident manner, both orally and in writing, with actual business professionals
LO5. apply team management concepts and theories to effectively work in, and manage, cross-functional teams
LO6. analyse and reflect critically on the ethical and social implications of information systems.
| Assessment | |
|---|---|
| Individual progress report (multiple) Written report | |
| LO1; LO2; LO3; LO4; LO5; LO6 | 30% |
| (AI allowed) | |
| Generative AI Strategy Plan and critically reflect on using GenAI and how it affects learning. LO1; LO3; LO4; LO6 | 5% |
| (AI allowed) | |
| Reflective Journal Individual, continuous, reflective learning journal, stimulated by prompts. LO1; LO2; LO3; LO4; LO5; LO6 | 25% |
| (AI allowed) | |
| Group project presentation In-class presentation of group work | |
| LO1; LO3; LO4; LO5; LO6 | 5% |
| (AI allowed) | |
| Group assignment Written report | |
| LO1; LO3; LO4; LO5; LO6 | 35% |
| (AI allowed) |
Excerpt of rubric for creative work
| Criteria | Unacceptable | Acceptable | Meets Expectations | Exceeds Expectations | Exceptional |
|---|---|---|---|---|---|
| Artistic Composition in Storyboard | Fails to apply artistic principles. | Basic storyboard with minimal attention to details or stakeholder needs. | Storyboard is clear and visually engaging. | Creative and well-composed storyboard reflecting empathy. | Exceptionally creative storyboard with clear stakeholder focus. |
| Creative Process Documentation | No or poor documentation of creative process. | Minimal documentation of prompts, sketches, or iterations. | Well-documented creative process, showing iterative refinement. | Comprehensive and reflective scrapbook of process evolution. | Exceptional process documentation demonstrating novel insight. |
| GenAI Use | Improper use of generative AI tools or lacking acknowledgment. | Basic use of AI tools with limited documentation. | Thoughtful and transparent use of AI tools. | Skillful and innovative use of AI tools, documented clearly. | Exemplary use of AI tools, with deep critical reflection. |
| </aside> |
Implication:
Building on Ciriello & Vallis’s (2025) findings regarding reframing with GenAI in the Capstone, this course establishes a forward-thinking educational model for the age of AI. It moves beyond prohibition to create a framework of accountable and critical engagement, thereby preparing students for the realities of the modern workplace. The redesign strategically integrates GenAI as a partner in creativity and problem-solving, and students use these tools for brainstorming, simulating, and prototyping on their projects while also receiving real-time feedback. Crucially, this is supported by innovative assessments like the GenAI strategy and viva voce, which shift the focus from penalizing use to evaluating critical thinking, originality, and the ability to leverage technology ethically. Therefore, this approach ensures that students develop essential human skills in analysis, reflection, stakeholder-focus design, transforming the capstone into a prototype for a post-AI workplace and advancing students’ digital literacy for evaluative judgment in the GenAI era.
Source:
Ciriello, R., & Vallis, C. (2025). From Compliance to Creativity: Teaching Problem-Reframing with GenAI in the Capstone. Retrieved from https://educational-innovation.sydney.edu.au/teaching@sydney/from-compliance-to-creativity-teaching-problem-reframing-with-genai-in-the-capstone/
Ciriello, R. (2025). Course Outline INFS3600: Business Information Systems in Practice Retrieved from https://www.sydney.edu.au/units/INFS3600/2025-S2C-ND-CC
From Theory to Practice: Tips for Designing and Assessing Capstone Courses