Steps on how to start and do your Digital Society IA and get TOP MARKS
For your International Baccalaureate Diploma Programme (IBDP) Internal Assessment (IA), you will be required to complete a project or investigation in a subject of your choice within the guidelines set by the IB. The IA aims to assess your understanding, application, and analysis of the subject matter. Here are some general steps to guide you through the process:
Understand the requirements: Read the IA guidelines provided by your subject teacher or the IB. Familiarize yourself with the specific criteria, deadlines, and any specific instructions for your subject.
Choose a topic: Select a topic that interests you and aligns with the subject you are working on. It should be specific enough to allow for in-depth analysis and investigation within the given time frame.
Conduct research: Gather relevant information from various sources such as books, academic journals, reputable websites, or primary sources. Take detailed notes and ensure that you understand the key concepts and theories related to your topic.
Develop a research question or hypothesis: Based on your research, formulate a clear and focused research question or hypothesis that will guide your investigation.
Plan your investigation: Outline the methodology and procedures you will use to gather data or evidence to support your research question. This could involve experiments, surveys, interviews, data analysis, or any other appropriate methods. Ensure your methods are valid, reliable, and ethical.
Collect and analyze data: Implement your research plan and collect relevant data or evidence. Use appropriate tools and techniques to analyze and interpret your findings. Present your data in an organized and clear manner using tables, graphs, or other suitable formats.
Draw conclusions: Based on your analysis, draw conclusions that directly address your research question or hypothesis. Evaluate the strengths and limitations of your investigation and discuss any potential sources of error or bias.
Format and document your IA: Follow the specific formatting guidelines provided by the IB for your subject. Include a title page, table of contents, introduction, main body, conclusion, and any necessary appendices. Properly cite all sources used in accordance with the appropriate citation style (e.g., MLA, APA).
STEP ONE (appendix one)
Set up your IA working document that includes:
Title Page
Assessment Criteria
Three Main Sections:
Inquiry Process Document - Structure of 1,500-word Inquiry Document
Multimedia Presentation - Structure of 10min Presentation
References/ Bibliography
STEP TWO (appendix two)
Brainstorm research topic ideas
Identify potential multimedia presentation style/software/tools/apps
STEP THREE (appendix three)
Refine the research focus and develop your research question
topic(s)
inquiry question(s)
command terms
real-world connection(s)
digital society context
digital society content
digital society concept
claims & perspectives
STEP FOUR (appendix four)
Conduct RESEARCH:
Gather many resources
Identify the three you will focus on
Summarize your three key sources
STEP FIVE
Complete:
Criterion A
Criterion B
STEP SIX
Complete:
Criterion C
Criterion D
STEP ONE (appendix one)
Title Page & Working Document
Include:
Name
School
Subject
Research Question/Inquiry Focus
Key Dates
Structure your 1,500-word Inquiry Process Document (Word Counts)
Structure your 10min Multimedia Presentation
Example of an IA Title Page: International Baccalaurette (IB)
Diploma Programme (DP)
Digital Society (DS)
Internal Assessment (IA)
Weighting and Marks
For SL students: 30% [24 marks]
For HL students: 20% [24 marks]
Word Count/ Duration
1,500 words
10 minutes
Inquiry Process Document
A: Inquiry focus [3 marks] (300 words)
B: Claims & Perspectives [6 marks] (1,200 words)
Multimedia Presentation
C: Analysis & Evaluation [6 marks] (6-8 min)
D: Conclusion [6 marks] (2-4 min)
E: Communication [3 marks]
Assessment Criteria
Criterion A: Inquiry focus (3 marks)
Project element: Inquiry process document
The inquiry process document demonstrates provides an inquiry focus with an explanation of the connection between the inquiry question, a specific, relevant real-world example as well as course concepts, content and contexts.
0
The work does not reach a standard described by the descriptors below.
1
The focus is limited and/or incomplete.
The focus does not include all required elements and/or the real-world example is not specific or relevant to the inquiry.
2
The focus is adequate.
The focus includes an inquiry question and a partial explanation of its connection to a specific, relevant real-world example and course concepts, content and contexts.
3
The focus is appropriate and targeted.
The focus includes an inquiry question and a thorough explanation of its connection to a specific, relevant real-world example and course concepts, content and contexts.
Criterion B: Claims and perspectives (6 marks)
Project element: Inquiry process document
The inquiry process document demonstrates how research was conducted with a discussion of the claims and perspectives for three sources including a justification of their usefulness in the inquiry.
0
The work does not reach a standard described by the descriptors below
1–2
The discussion of claims and perspectives is limited and primarily descriptive in nature. Fewer than three sources are discussed or there is no justification for their use in the inquiry
3–4
There is a partial discussion of the claims and perspectives for each source that includes some justification for their usefulness in the inquiry, but this is not fully developed
5–6
There is a thorough discussion of the claims and perspectives for each source that includes a clear justification for their usefulness in the inquiry
Criterion C: Analysis and evaluation (6 marks)
Project element: Presentation
The balance of the presentation consists of the student’s own sustained and well-supported analysis and evaluation of impacts and implications of the digital systems for people and communities.
0
The work does not reach a standard described by the descriptors below
1–2
There is limited analysis and evaluation which is primarily descriptive in nature or of limited relevance to the inquiry focus
3–4
The student’s analysis and evaluation of impacts and implications for people and communities is adequate, but this is not always sustained or well-supported
5–6
The student’s analysis and evaluation of impacts and implications for people and communities is effective, sustained and well-supported by evidence
Criterion D: Conclusion (6 marks)
Project element: Presentation
The presentation concludes by providing further insight reflecting the student’s new understanding and ideas about their inquiry focus following analysis and evaluation and a discussion of emerging trends and future developments.
0
The work does not reach a standard described by the descriptors below
1–2
The conclusion is limited with little further insight into the inquiry focus. Emerging trends and future developments are referenced with limited or no discussion
3–4
The conclusion provides adequate further insight into the inquiry focus with a partial discussion of emerging trends and future developments
5–6
The conclusion provides effective and well-supported further insight into the inquiry focus with a thorough and substantiated discussion of emerging trends and future developments
Criterion E: Communication (3 marks)
Project element: Presentation
The presentation supports understandings through organization of ideas and evidence and also a coherent use of media.
0
The work does not reach a standard described by the descriptors below.
1
Communication is limited
The presentation’s organization and use of media are limited and do not support understanding
2
Communication is adequate
The presentation is adequately organized and the use of media is at times coherent but this is not sustained or only partially effective in supporting understanding
3
Communication is effective
The presentation is well-organized and coherently uses media to support understanding
Three Main Sections:
Inquiry Process Document - Structure of 1,500-word Inquiry Document
Multimedia Presentation - Structure of 10min Presentation
References/ Bibliography
Inquiry Process Document
A written document that discusses the refined inquiry focus and addresses the claims and perspectives of three essential sources that does not exceed 1500 words.
Claims and perspectives
The student demonstrates how research was conducted with:
discussion of the claims and perspectives for three sources including a justification of their usefulness to the inquiry.
Resources (sources)
Every source used in the inquiry is not required to be discussed in the inquiry section.
Students should be guided to select only the most relevant sources for their discussion based on the word limit for this section as well as the demands of the corresponding criterion.
All sources and materials used in the inquiry as well as the construction of the presentation must also be included in the list of references.
The discussion for each source should justify why and how the source supported the inquiry and student understanding as well as addressing of the source’s origin and purpose, meaning and methods as well as corroboration and use.
Criterion A: Inquiry focus (3 marks)
Resource: The “focus stage of inquiry” includes details about developing and refining an inquiry focus.
The focus is appropriate and targeted.
300 words
The student’s inquiry focus provides an explanation of the connection between the inquiry question, a specific, relevant real-world example as well as course concepts, content and contexts.
inquiry question (50 words)
a specific, relevant real-world example explained (context) (100 words)
Concepts (50 words) Concepts are powerful, pervasive and debatable perspectives that provide insight for inquiry. Students are encouraged to develop an informed foundational awareness of distinct emphases associated with each concept rather than a comprehensive knowledge of each concept. Concepts invite young people to “think like a practitioner” by considering, for instance, how a geographer, sociologist, anthropologist or ethicist might approach the impact and implications of different digital systems in the world.
2.1 Change in digital society is explored and investigated by diverse subjects, fields and professions, such as history, science and technology studies (STS) and future studies.
2.2 Expression in digital society is explored and investigated by diverse subjects, fields and professions, such as media studies, digital humanities, communications, languages and literature, the arts, film and art history
2.3 Identity in digital society is explored and investigated by diverse subjects, fields and professions, such as psychology, cultural studies, political science, social and cultural anthropology, sociology and philosophy
2.4 Power in digital society is explored and investigated by diverse subjects, fields and professions such as global politics, social and cultural anthropology. political science, public policy, philosophy, sociology and law
2.5 Space in digital society is explored and investigated by diverse subjects, fields and professions such as mathematics, geography, design, social and cultural anthropology, immersive media, sociology, architecture and urban planning
2.6 Systems in digital society is explored and investigated by diverse subjects, fields and professions such as sociology, environmental systems and societies (ESS), science and technology studies (STS), information science, computer science and design. Systems thinking provides powerful tools for understanding human, natural and built environments, and the role of people and communities within them.
2.7 Values and ethics in digital society are explored and investigated by diverse subjects, fields and professions such as ethics, philosophy, world religions, law and public policy.
Content (50 words)
3.1 Data
There are many types, uses and ways of representing data. Big data and data analytics involve extracting and processing useful information in ways that are often impossible for humans. There are significant opportunities and dilemmas associated with data in digital society.
3.1A Data as distinct from information, knowledge and wisdom
3.1B Types of data
3.1C Uses of data
3.1D Data life cycle
3.1E Ways to collect and organize data
3.1F Ways of representing data
3.1G Data security
3.1H Characteristics and uses of big data and data analytics
3.1I Data dilemmas
3.2 Algorithms
Algorithms are defined sequential steps or instructions to solve a specific problem or perform a task. The effectiveness of an algorithm is often evaluated according to its efficiency. The use of algorithms poses significant opportunities and dilemmas in digital society.
3.2A Characteristics of an algorithm
3.2B Components of an algorithm
3.2C Ways of representing algorithms
3.2D Uses of algorithms
3.2E Algorithmic dilemmas
3.3 Computers
A computer is a machine that automatically executes sets of instructions to perform specific tasks. Computers have evolved over time and are increasingly ubiquitous in the everyday life of people and communities.
3.3A Types of computers
3.3B Components of a computer
3.3C Uses and forms of computer coding
3.3D Evolution of computing
3.4 Networks and the internet
Networks connect computers, people and communities allowing data and information to be created, accessed and shared in a distributed manner. Networks and the internet are defining features of digital society that have evolved over time. Networks and the internet involve significant opportunities and dilemmas for life in digital society.
3.4A Types of computing networks
3.4B Components of computing networks3.4D Computing network providers and services
3.4C Characteristics of computing networks
3.4E The world wide web
3.4F Evolution of the internet and the web
3.4G Internet dilemmas
3.5 Media
Digital media are defined by the convergence of computing, communication and content. Digital media are created and distributed through multiple channels and platforms. Digital media are associated with significant opportunities and dilemmas in digital society.
3.5A Types of digital media
3.5B Characteristics of digital media
3.5C Immersive digital media
3.5D Digital media dilemmas
3.6 Artificial intelligence
Artificial intelligence (AI) involves agents, devices or systems that adapt to perform tasks (or appear to do so) that once required the cognitive and creative processes of human beings. There are several types of existing, emerging or proposed AI. These categories frequently overlap or are contested. AI has evolved over time and introduces significant opportunities and dilemmas in digital society.
3.6A Types of AI
3.6B Types and uses of machine learning
3.6C Uses of artificial neural networks
3.6D Evolution of AI
3.6E AI dilemmas
3.7 Robots and autonomous technologies
Robots and autonomous technologies demonstrate a capacity to sense, think and/or act with some degree of independence. Robots and autonomous technologies have evolved over time and are increasingly ubiquitous, pervasive and woven into the everyday lives of people and communities. Robots and autonomous technologies introduce significant opportunities and dilemmas in digital society.
3.7A Types of robots and autonomous technologies
3.7B Characteristics of robots and autonomous technologies
3.7C Evolution of robots and autonomous technologies
3.7D Robots and autonomous technology dilemmas
Contexts (50 words)
4.1 Cultural
The cultural context includes ways that people and communities express themselves as well as how they live, travel and associate together in a digital society.
4.1A Arts, entertainment and popular culture
4.1B Home, leisure and tourism
4.1C Heritage, customs and celebrations
4.1D Subcultures
4.2 Economic
The economic context includes ways that people and communities work as well as how they exchange goods and services in a digital society.
4.2A Business
4.2B Employment and labour
4.2C Goods, services and currencies
4.2D Globalization
4.3 Environmental
The environmental context includes ways that people and communities interact with the natural and built worlds around them in a digital society.
4.3A Natural resources and ecosystems
4.3B Pollution and waste
4.3C Cities, infrastructures and built environments
4.3D Agriculture
4.4 Health
The health context encompasses the physical and mental health of people and communities as well as changing understandings of the human body in a digital society.
4.4A Medicine and health
4.4B The human body
4.4C Mental health
4.5 Human knowledge
The human knowledge context encompasses ways that people and communities learn and create new knowledge in a digital society.
4.5A Learning and education
4.5B Science and technology innovation
4.6 Political
The political context encompasses ways that people and communities operate, organize and govern themselves politically in a digital society.
4.6A Political processes
4.6B Governing bodies
4.6C Conflicts and war
4.6D Laws, regulations and policies
4.7 Social
The social context encompasses ways that people and communities are grouped as well as how they understand and form relationships with others in a digital society.
4.7A Social components of identity
4.7B Social class
4.7C Families and relationships
The inquiry focus must be targeted to meet the demands of corresponding criteria and appropriate for a presentation that does not exceed 10 minutes in length. The same inquiry focus must be used in the inquiry process document and the presentation. In the focus, course concepts, content and contexts used in the inquiry must be addressed, but a balance is not required.
The maximum word count for the inquiry focus section is 300 words.
Criterion B: Claims and perspectives (6 marks)
Project element: Inquiry process document
The inquiry process document demonstrates how research was conducted with a discussion of the claims and perspectives for three sources including a justification of their usefulness in the inquiry.
Resource
The “explore stage of inquiry” and “course toolkit” includes details about claims and perspectives, including how to effectively consider a source’s origin and purpose, meaning and methods as well as corroboration and use.
Level descriptor
5–6 There is a thorough discussion of the claims and perspectives for each source that includes a clear justification for their usefulness in the inquiry.
Every source used in the inquiry is not required to be discussed in this section.
Students should be guided to select only the most relevant sources for their discussion based on the word limit for this section as well as the demands of the corresponding criterion.
• All sources and materials used in the inquiry as well as the construction of the presentation must also be included in the list of references.
The discussion for each source should justify why and how the source supported the inquiry and student understanding as well as addressing of the source’s origin and purpose, meaning and methods as well as corroboration and use.
The maximum word count for the claims and perspectives section is 1200 words.
Structure:
(a) how research was conducted - source’s origin and purpose, meaning and methods (200 words)
(b) discussion of the claims and perspectives for three sources (3 x 300 words) including a justification of their usefulness in the inquiry (100 words)
Criteria B: Claims and perspective
The student demonstrates:
how their research was conducted with a discussion of the claims and perspectives for three sources including a justification of their usefulness to the inquiry.
Every source used in the inquiry is not required to be discussed in this section.
Students should be guided to select only the most relevant sources for their discussion based on the word limit for this section as well as the demands of the corresponding criterion.
All sources and materials used in the inquiry as well as the construction of the presentation must also be included in the list of references.
The discussion for each source should justify why and how the source supported the inquiry and student understanding as well as addressing of the source’s origin and purpose, meaning and methods as well as corroboration and use.
( The maximum word count for the claims and perspectives section is 1200 words. )
MULTIMEDIA Presentation
Multimedia Presentation
A recorded multimedia presentation that conveys the inquiry's analysis, evaluation and conclusions that does not exceed 10 minutes.
10 minutes multimedia presentation
Multimedia is a form of communication that uses a combination of different content forms such as text, audio, images, animations, or video into a single interactive presentation.
The Digital Society Inquiry Project is:
a student-led assessment component that is internally assessed and externally moderated
process-driven and intended to be completed in stages
designed for students to investigate the impacts and implications of digital systems
The Digital Society Inquiry Project aims to develop digital society skills, including:
managing projects (planning, documentation, organising and gathering & responding to feedback)
researching using diverse and relevant sources
thinking in critical and creative ways
communicating in multiple modes and media
investigating the impacts and implications of a real-world digital system through primary research
Criterion C: Analysis and evaluation (6 marks)
Project element: Presentation
5 min (500 words)
The balance of the presentation consists of the student’s own sustained and well-supported analysis and evaluation of impacts and implications of the digital systems for people and communities (STAKEHOLDERS).
Assessment
0 The work does not reach a standard described by the descriptors below.
1–2 There is limited analysis and evaluation which is primarily descriptive in nature or of
limited relevance to the inquiry focus.
3–4 The student’s analysis and evaluation of impacts and implications for people and
communities is adequate, but this is not always sustained or well-supported.
5–6 The student’s analysis and evaluation of impacts and implications for people and
communities is effective, sustained and well-supported by evidence.
Analysis = detailed examination of the elements or structure of something.
Evaluation = the making of a judgment about the amount, number, or value of something; assessment. "the evaluation of each method"
Criterion D: Conclusion (6 marks)
5 min (500 words)
The presentation concludes by providing:
further insight reflecting the student’s new understanding and ideas about their inquiry focus following analysis and evaluation (2-3min)
a discussion of emerging trends and future developments (2-3min)
Assessment
0 The work does not reach a standard described by the descriptors below.
1–2 The conclusion is limited with little further insight into the inquiry focus. Emerging
trends and future developments are referenced with limited or no discussion.
3–4 The conclusion provides adequate further insight into the inquiry focus with a partial discussion of emerging trends and future developments.
5–6 The conclusion provides effective and well-supported further insight into the inquiry focus with a thorough and substantiated discussion of emerging trends and future developments.
Criterion E: Communication (3 marks)
Project element: Presentation
The presentation supports understandings through:
organization of ideas and evidence coherent use of media.
Assessment
0 The work does not reach a standard described by the descriptors below.
1 Communication is limited.
The presentation’s organization and use of media are limited and do not support understanding.
2 Communication is adequate.
The presentation is adequately organized and the use of media is at times coherent
3 Communication is effective.
but this is not sustained or only partially effective in supporting understanding.
The presentation is well-organized and coherently uses media to support
understanding.
References/ Bibliography
A list of references
A list of references for materials used in the project (both the documentation & presentation)
STEP TWO (appendix two)
Brainstorm research topic ideas
Identify potential multimedia presentation style/software/tools/apps
MY RESEARCH QUESTION:
Identify potential multimedia presentation style/software/tools/apps
ChatGPT’s list of various forms of multimedia:
Text: Written content in the form of books, articles, essays, and blogs.
Image: Static visual representations such as photographs, paintings, and infographics.
Audio: Sound-based content including music, podcasts, and recorded speeches.
Video: Moving visual content, such as movies, TV shows, documentaries, and video clips.
Animation: Animated content created through computer-generated imagery (CGI), hand-drawn frames, or stop motion.
Graphics: Visual elements created using computer software, including illustrations, logos, icons, and designs.
Interactive Media: Multimedia that allows user participation and engagement, such as interactive websites, apps, and games.
Virtual Reality (VR): Immersive digital experiences that simulate a three-dimensional environment.
Augmented Reality (AR): Digital overlays and enhancements that augment the real world, often through smartphone applications.
Mixed Reality (MR): A combination of virtual and augmented reality, allowing digital objects to interact with the physical world.
Web-based Content: Websites, webpages, and web applications that combine text, images, videos, and interactive elements.
Social Media: Platforms where users share multimedia content, including text, images, videos, and live streams.
E-books: Electronic versions of printed books that can include multimedia elements like images, videos, and hyperlinks.
Presentations: Multimedia slideshows created using software like Microsoft PowerPoint or Apple Keynote.
Infographics: Visual representations of information or data, often combining text, images, and charts to convey complex ideas.
E-learning: Online educational resources that include text, images, videos, and interactive exercises.
Digital Art: Artistic creations made using digital tools, such as digital paintings, digital sculptures, or generative art.
Music Videos: Audiovisual content combining music and storytelling through video production.
Radio: Audio broadcasts delivered through radio waves, including music, talk shows, and news programs.
Live Performances: Multimedia experiences that combine various elements, such as music, dance, visuals, and lighting effects.
STEP THREE (appendix three)
Refine the research focus and develop your research question
brainstorm topic(s)
draft a bunch of potential inquiry question(s)
use command terms
real-world connection(s)
digital society context
digital society content
digital society concept
claims & perspectives
Research Question - Use an AO3 COMMAND TERM: Evaluation & Synthesis
Compare = Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.
Compare & Contrast = Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.
Contrast = Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.
Discuss = Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by
appropriate evidence.
Examine = Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.
Evaluate = Make an appraisal by weighing up the strengths and limitations.
Justify = Give valid reasons or evidence to support an answer or conclusion.
Recommend = Present an advisable course of action with appropriate supporting evidence/reason in relation to a given situation, problem or issue.
To what extent = Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.
Research Question and Essay Outline
ChatGPT: https://platform.openai.com/examples
STEP FOUR (appendix four)
Conduct RESEARCH:
Gather many resources
Identify the three you will focus on
Summarize the three sources
STEP FIVE
Complete:
Criterion A
Criterion B
STEP SIX
Complete:
Criterion C
Criterion D