COM1512 PORTFOLIO (DETAILED ANSWERS) Semester 1 2025 - DISTINCTION GUARANTEED

COM1512 PORTFOLIO (DETAILED ANSWERS) Semester 1 2025 - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED Answers, guidelines, workings and references ,. QUESTION 1: DISRUPTION AND COMMUNICATION [25] LU1 Rework the answers that you have completed for Assignment 01 and submit the polished version. We have repeated the questions below. 1.1 The concept of communication is evolving. There is a difference in the conceptualisation of communication from a Euro-Western perspective versus an African perspective, so, therefore, reflect on these two differences. i. In approximately 30 words, briefly define communication. (5) ii. Discuss the difference between Euro-Western definitions of communication versus African definitions. (5) iii. Now, reflect on the definition that you have provided, and whether your definition aligns with Euro-Western, Africo-centric, or any other thinking. Justify your answer. (5) 1.2 Apart from communication being the centre of this module, we have another important concept, namely disruption. i. Define and discuss the concept of disruption (5) ii. Provide a descriptive example of disruption (5) COM1512: Assessment 3_POE_ S1_2025 Page 6 of 12 2.1. Mark allocation for Q1 MARK ALLOCATION FOR QUESTION 1 Q # TASK DESCRIPTION MARKS Q1.1. i. Definition of communication The student defines communication logically and in a theoretically sound way. 5 ii. Difference between Euro-Western and African definitions The student differentiates between Euro-Western definitions of communication versus African definitions. 5 iii. Reflection, alignment, and substantiation of the chosen definition The student provides an explanation that describes why they have defined communication in that way. 5 Q.1.2. i. Define and discuss disruption The student defines disruption logically and in a theoretically sound way and provides a sound discussion to substantiate their response that shows their understanding of the concept. 5 ii. Provide a descriptive example of disruption The student provides a descriptive example of disruption, discusses why and how the example can be regarded as a disruption, what it disrupted, and in what way. 5 PENALISATION Total 25 COM1512: Assessment 3_POE_ S1_2025 Page 7 of 12 3. QUESTION 2: SOCIAL MEDIA COMMUNICATIONS AND GLOBAL ELECTIONS 2024 [30] LUs 1, 2, 3 and 4 Have a look at the elections held in 2024 around the world. Read the following article as a starting point for your thinking 2.1 Describe your selected hashtag, tweet, or trending topic. Describe the happenings around that hashtag/tweet/event that have been popular in the particular election chosen and tell us what occurred. (5) 2.2 Discuss how this hashtag/tweet/event is a form of communication even though it was disruptive. (10) 2.3 The concept of shadow-banning is widely used in social media usage. Answer the following questions within the context of this question. i. Define and describe the concept of shadow-banning. (5) ii. Give an example of how shadow-banning has been applied in social media to curtail social awareness and social movements. Explain your response fully. (5) iii. Do you think that shadow-banning was applied to the election campaign hashtag that you have discussed above? Justify your response. (1) iv. Despite your response to the previous question, discuss how shadow-banning could have been used in the specific election campaign that you chose. (4) 3.1. Mark allocation for Q2 MARK ALLOCATION FOR QUESTION 2 Q # TASK DESCRIPTION MARKS Q2.1. i. Identify and describe the selected hashtag, tweet, or trending topic The student identifies and describes the selected hashtag, tweet, or trending topic that clearly shows their understanding of the particular election that has been identified as popular. 2 ii. Describe the happenings around the selected hashtag, tweet, or trending topic The student describes the happenings (background, context, population targeted, etc.) around the selected hashtag, tweet, or trending topic related to the particular election chosen. 3 Q.2.2. iii. Discuss how this hashtag/tweet/event is a form of communication The student defines communication within the context of this question. Then the student explains why and how this hashtag, tweet, or trending topic is a form of communication and identifies the communicator/s, recipient/s, message, medium, and channel/s of communication with substantiations. 5 COM1512: Assessment 3_POE_ S1_2025 Page 8 of 12 iv. Discuss how this hashtag/tweet/event is a form of disruption The student defines disruption within the context of this question. Then the student explains why and how this hashtag, tweet, or trending topic is a form of disruption and identifies the disruptor/s, and the recipients of the disruption with substantiation. 5 Q.2.3. i. Define and describe the concept of shadow-banning The student defines the concept of shadow-banning in a theoretically sound way. Then, the student describes shadow-banning within the context of the question. 5 ii. Provide an example of shadow-banning The student provides an example of how shadow-banning has been applied in social media to curtail social awareness and social movements. The student should also explain, with justifications, the purpose of the shadow-banning in the example provided. 5 iii. Indicate if shadow-banning was used in the example provided The student should indicate if shadow-banning was used in the given example. 1 iv. Describe how shadow banning could have been used in the specific election campaign chosen The student should provide a deeper analysis of how shadow-banning has been/could have been used in the example that they have provided. 4 PENALISATION Total 30 COM1512: Assessment 3_POE_ S1_2025 Page 9 of 12 4. QUESTION 3: DISRUPTIVE INNOVATIONS, SOCIAL AND COGNITIVE DISSONANCE [35] LUs 3, 4, 5 Read the following case study and then look at the instructions that follow to prepare and present an essay of 600 words that focuses on COVID-19 and organisational disruption and dissonance. CASE STUDY Neo and Kagiso’s wedding went off well. Thabo could not believe how quickly his little sister grew up. Now they were both Neo and Kagiso were off to Senegal to join the Global Investigative Journalism Network (GIJN) team. Thabo was so proud of her. Neo had to leave for Senegal within a few days, while Kagiso would join her in a few weeks after completing an assignment in South Africa. The family was sad to see her leave, but they were happy for her success. While the COVID-19 pandemic was wreaking havoc in the Northern Hemisphere, news sources seemed to indicate that Africa was safe for the time being. Neo video-called them when she reached Senegal and gave the family back home a “virtual” tour of her residence. She could not wait for Kagiso to join her in a few weeks. However, this was not to happen. A week after Neo settled in Senegal, the first case of COVID-19 infection surfaced and quickly escalated to 26 cases in a matter of days. A week before Kagiso was due to arrive in Senegal, a state of emergency was declared and the country went into lockdown. This meant that Kagiso could not enter the country. A few days later, South Africa declared a state of emergency and many borders were closed. Neo was now left stranded in a strange country, with no family and no way to get back home. What made Neo’s situation worse was the real-time reporting of the global and regional spread of the virus via social media networks. Information dissemination became more deliberate and increased significantly after the announcement of the first cases of COVID-19 in Africa. Strategies used by some countries included the employment of social media influencers and the creation of content in local languages. What was concerning, though, was that there were very few campaigns against misinformation in most of the countries. The "infodemic" around the COVID-19 pandemic created immense levels of dissonance in Neo, even though she was a journalist. She felt that transparent and consistent public messaging was lacking and the world was in a constant state of panic. Neo was also concerned about her family back home. The South African healthcare system was not equipped to deal with a health crisis and the economy would not be able to withstand the effects of a lockdown. Neo had no idea how she and Kagiso could be reunited or when she would be able to see her family again. Sipho and Mpho video-called her often and updated her on the situation in South Africa. She was also concerned to learn that her cousin, Dumisani – Umalume Lebo’s son – had tested positive for the virus and was in isolation at a government facility in Limpopo. She worried about his health and the well-being of the rest of her family and friends. She feared that a tough time lay ahead, not only for herself and her family, but for the whole world – economically, politically, culturally and socially. “I wonder how different the world will be after all this has ended,” she thought to herself. Further reading: COM1512: Assessment 3_POE_ S1_2025 Page 10 of 12 African Union Development Agency (AUDA-NEPAD). 2020, August 5. Communication in Africa in the time of COVID-19: experiences from Central Africa. The essay should include the following: 3.1. An introduction, which should include a thesis statement, an overview of the topic, and an outline of what will be discussed in the body. (4) 3.2. The body should include the following information: 3.2.1. A discussion of the theory of cognitive and social dissonance (6) 3.2.2. A selected organisation of choice and a discussion of the disruptive innovations that took place within the organisation during COVID-19 (5) COM1512: Assessment 3_POE_ S1_2025 Page 11 of 12 3.2.3. Reflection on how social and cognitive dissonance would have occurred in the particular chosen organisation (8) 3.2.4. A discussion of the forms of social and cognitive dissonance Neo experienced in the case study. (8) 3.3. A conclusion that summarises the main points made in your essay, and which sums up your arguments.