Motivation and emotion/Assessment/Multimedia
Online multimedia presentation to accompany the book chapter
Online multimedia chapter summary up to 5 mins: Create an online multimedia presentation explaining the key ideas in the book chapter.
The purpose of this exercise is to create and share an online multimedia presentation summarising the key points in the book chapter.
Follow these guidelines, in addition to addressing the marking criteria:
- Chapter overview: Explain and summarise the chapter's problem, key points, and take-away messages.
- Style: The style is very open - it could be in third person but you may also wish to use first person e.g., for examples or to share your viewpoint.
- Format: Choice of format is also up to you (e.g., screencast, slidecast, animation, webcam, edited video). If you're not sure and want to keep it simple, try a screencast using http://screenr.com
- Location: Multimedia should be posted for public viewing via e.g.,
- Equipment: You will at least need a computer connected to the internet and a microphone to create a multimedia recording.
- Length: 5 min. maximum. No minimum. Beyond 5 minutes will not be counted for marking purposes.
- Copyright: Indicate a copyright license (e.g., in the credits and/or meta-data). Preferably put the recording in the public domain or apply a Creative Commons Attribution 3.0 Australia license so that it can be re-used.
- Attribution: Acknowledge sources (e.g., images) in a list of references/credits at the end. You should have permission to re-use any copyright restricted content or be able to claim to make use of the image under "fair dealing".
- Links: Add a link to the multimedia presentation from the online book chapter. Also provide a link from the multimedia presentation back to the book chapter.
Multimedia presentations will be marked against three criteria:
- Structure and content (25%): Well-designed, organised, logical content which provides an effective overview of the chapter content.
- Communication (50%): Clear, well-paced, engaging communication of key ideas.
- Production quality (25%): Clear picture and sound. Informative title, description, license, and other meta-data.
Structure and content
- Focus: Well-selected focus on key theory and research concepts
- Flow: Logical flow between concepts
- Integration: Integration of theory and research
- Academic quality: Academic quality and accuracy of content
- Clarity: Clear communication of ideas using voice and image
- Examples: Use of illustrative examples
- Engaging: Engaging presentation style (e.g., novel, independent, creative)
- Picture and sound quality: Text, images and/or video are clearly visible and sound is clearly audible (use a microphone).
- Effective use of basic tools: Effective use of basic production tools to communicate ideas.
- Professionalism: Better quality productions will generally be scripted beforehand and involve at least a few takes.
This marking rubric describes typical characteristics of multimedia presentations at each grade level:
|HD (High Distinction)||An excellent multimedia presentation which effectively summarises key concepts from the book chapter. The presentation is well-paced and clearly structured. The presentation is well-scripted and practiced. Audio and video quality are excellent. Engages the viewer and retains interest. Production quality makes effective use of simple tools.|
|DI (Distinction)||A very good multimedia presentation. Key concepts are well covered and summarised. The presentation is well-organised, scripted and practiced. Compared to HD multimedia, these presentations may be more pedestrian or lacking somewhat in quality of insight or production. Nevertheless these presentations are characterised by providing valuable and useful summaries of key relevant theory and research about the topic.|
|CR (Credit)||The multimedia presentation does a competent job of informing the viewer about key theory and research in the book chapter on the topic. Unlike HD- and DI-level multimedia presentations, this presentation has some notable flaws or omissions in either content, style or both (e.g., coverage may be unbalanced or production quality such as audio may be somewhat difficult for a viewer to follow). Nevertheless, the presentation successfully communicates the main ideas and information.|
|P (Pass)||The multimedia presentation is sufficient as a basic recorded presentation of the book chapters main ideas. The presentations, however, is somewhat rudimentary and/or pedestrian (e.g., monotone reading of dot-points) and may exhibit technical problems (e.g., poor sound quality). The presentation may lack depth of insight and examples, but nevertheless succeeds in communicating the main ideas in an understandable manner. P-level presentations often aren't well planned or scripted and may be too long or short.|
|F (Fail)||The multimedia presentation does not provide a sufficiently indepth or watchable summary of the book chapter contents. The problem could be poor preparation of material and/or poor production quality. Such presentations are frustrating for a user to watch because it is difficult to learn from the presented material and misinformation may be presented. These presentations may compensate for a lack of adequate content by overly focusing on a limited part of the chapter. Technical problems may include poor quality picture, audio, or both.|
How this assessment exercise addresses the learning outcomes
|Be able to integrate theories and current research towards explaining the role of motivation and emotions in human behaviour.||The multimedia exercise requires concise communication about key psychological theories and research for a specific topic. Visualisation of ideas and examples are encouraged, to help illustrate how relevant theories and research apply to understanding human behaviour.|
How this assessment exercise addresses the generic skills
|Communication||This exercise involves oral, visual, and multimedia communication skills to record and openly share a presentation of the authored book chapter. The exercise involves producing and publicly sharing a self-recorded multimedia presentation. The tasks involves learning how to prepare, script, record and share a multimedia presentation using simple tools.|
- Multimedia presentations will be evaluated according to the marking criteria.
- Late submissions will incur a 2% penalty per day (or part thereof, including weekends).
- For assessment submitted on time, marks and feedback should be returned within three weeks of the due date. Availability of marks and feedback will be notified via Moodle Announcements.
- If you don't understand or disagree with your mark and/or feedback, then please see the marking dispute process.
- Book chapter
- Lecture 10b: How to make a multimedia recording
- General feedback about the multimedia presentation exercise (2010)
- Multimedia and copyright licensing (Moodle thread, 2010)