Motivation and emotion/Evaluation/2011
- Unit Satisfaction Survey results
Overall satisfaction was lower in 2012 (74%) than in 2010 (91%) and 2009 (81%), but was still above the Faculty target (72%).
The Unit Satisfaction Survey (USS) score was 84%, which is higher than than the Discipline (81%), Faculty (80%), and University average (79%) for Sem 2, 2011. This is similar to USS scores for the unit in 2010 (91%) and 2009 (84%).
USS factors % agreement Sem 2, 2011:
- USS: 84% | | |
- GTS: 74% | | |
- GSS: 77% | | |
- OSS: 74% | | |
- SES: 74% | | |
For more information about the UC Unit Satisfaction Survey results, see [1]
- Open text comments
| Best aspects? | Needs improving? |
|---|---|
| Loved the continued feedback Dr James Neil gave in the book chapter assessment. | less weighting on book chapter, add an exam. |
| liked the chapter quizzes at your own pace | did not like at all the focus on wikiversity and multimedia/social media aspect... overly challenging to be learning the content as well as the medium. |
| the book chapter assignment was challenging and a great assessment piece! i also love the constant quizzing throughout the unit rather than an end of sem exam. ifeel this tests our knowledge more accurately. | even though i loved the book chapter assignment, weighting it at 55% does pack on the pressure... |
| Learning how to put a multi-media presentation together and having an online interactive book | Fortnightly tutorials failed to help with learning. I think weekly would have been more appropriate. As the book chapter is the major assessment component piece, more focus on this aspect in the tutorials would have been helpful. |
| Choosing our own topic and writing a chapter that was meaningful to us, using a new medium that extended our skills. Learning to use the Wiki, and writing in this way was more relevent to real life than an essay. Really engaging unit! | Having the quizzes appear each week, to match each topic, as it did in the 2nd half of the unit. |
| James - you did a wonderful job. You have made the course very interesting and CHALLENGING (almost a little too challenging?) but we got there and I'm very proud of what I have achieved. | hmmmm Wikiversity is a unfriendly environment and a lot of time went into trying to deal with the complexities of the coding rather than the course - not sure how to improve this |
| The course convenor and tutor were very helpful and prompt in explaining concepts, how to format on Wiki and fix problems. | I spent FAR TOO MUCH time working on the formatting of my Wiki Page. By the end of the unit I felt that I had been doing a course in Web Design, rather than focussing on the topic at hand. The whole thing of 'interesting' but not a great learning experience in terms of 'Psychology' ie. main focus ended up being on formatting a Wiki page and preparing an online presentation. There were also too many Quizzes. |
| I think the best aspects of the unit was the content it was very good. This made the lectures and tutorials very interesting | I think it is too much to place the whole unit online and require all assessment to be so technological reliant. I think that there should be more traditional assessment. I personally was not the biggest fan of wikiversity and I feel it just added unnessecarry complication. Although I do understand james' motivations,I would prefer that the online component had
less weighting. |
| The idea of having a Chapter book assignment for an assessment instead of another essay. I also loved the fact that we had ongoing quizzes and no final exam. I felt that I learnt more this way as it encouraged me to actually read the textbook. | I wasn't very impressed with the first half of the quizzes as at the beginning of the semester approx. 7 of the quizzes were opened a week from their expected completion date. This placed a lot of unnecessary stress. I do appreciate the fact that it was corrected before the second half of the quizzes commenced. |
| The time and effort put in to the subject as well as the feedback and responsiveness of the teaching staff. | If anything, have tutes at computer lab to help with wiki tasks. |
| The assessment in this class was the best of all psychology units. I loved the multimedia and the book chapter assignments. The quizzes were a great way to test our knowledge and I much preferred them to an exam. Much less stress. | It was unfortunate that the first half of the quizzes came out later than they were meant to. While I understand that things happen in life, I ended up having to do 4 of them in (country name) with no textbook. Not James' fault and I know it was improved by the second half of the quizzes. |
| The subject itself is very stimulating and the text is among the most readable psychology texts. | Lectures could be more engaging. It would be very useful if the unity could use a text that is backed up by on-line study resources. The Reeve text is excellent but thee is next to no study aid available. The Kalat text in Pysiological Psych. is a wonderful expample of a beautifully resourced text. |
| A great aspect was the ability to discuss in the tutorials, the different ideas that surrounded what we were doing. | 1. No direct link between material in the lectures and any assessment (even the quizzes you just had to read the textbook), may benefit from a more seminar/workshop type class rather than a lecture and tutorial2. The video recording seemed pointless due to having already covered the work in the book chapter. Maybe try to get a video on a different topic, or get rid of this assessment item all together. It could be replaced with a book chapter plan, or an actual speech about the topic, before the completion of the book chapter |
| Teaching staff accessable | Less emphasis on IT/media production. At times I felt that I had mistakingly enrolled in either a communication or IT unit. Assessment comments should not be able to be read by anyone other than the student. I don't agree with posting my work to the world wide web (nor having to provide my personal details just to submit my work via the methods used in this unit). 10% of marks provided for social contribution is far too much. |
| everything about this unit was extremely well planned, the lecturer/tutor was extremely dedicated and knowledgeable and made every effort to provide constructive feedback and
help was always available when needed. the lectures and turorials were both interesting, comprehensive and most importantly stimulating. |
|
| the assessment. it was great to finally do something that could benefit the larger community | maybe have a graded draft due in week 9. this will encourage students to stay on top of things. also, it'd be good if the quizzes were released each week rather than a huge amount at the end of the first half of semester. |
| An enjoyable, well organised, engaging unit of the highest teaching standard. | Nothing |
| Dr James Neil put a lot of time and effort into the course which really made the course enjoyable and run really smooth. The tutorials were also very interactive and helped a lot | perhaps a further overview of what is exactly required for the main book chapter assignment (which i really enjoyed doing) |
| interesting tutorials | More smaller assessment items. |
| Interaction between students. The commitment, knowledge and engagement of Dr. Neill and (tutor name) was nothing short of excellent. Content was appropriate and interesting. | N/A |
| The choice of research topic for the wiki (autonomy!). Learning how to wiki (competence!) Having a go at creating a multimedia presentation. Tutorials were generally stimulating and engaging. The text was generally easy to read and effective. Quiz release timing in the 2nd half of semester was most helpful. James is a great tutor - really communicating a passion for the subject, using plenty of hands on exercises like the TAT narrative, emotion sorts and heaps of instruments. Note that some of the exercises do require a fair level of trust among peers. Overall this is one of the best psych units I have done. I often recommend this unit to fellow students and mention the inventive assessment options to other teachers (and any friends I can corner about it for a few minutes). Notwithstanding the needs for improvement identified below, I have really enjoyed the course. I have also enjoyed opportunities for getting to know James and some of my fellow students much better. | Quiz timing in 1st half of term was unhelpful and contributed to workload stress. Having 80% of the assessment due at the end of semester was another contributor to workload stress (a little more for 1st half pls). Re assessment items - less instruction about the wiki marking criteria for assessment, too little for the multimedia. For the wiki, there were too many things to get right, many of which seemed in conflict - I ended up giving up and writing what would help me. It seemed like we were being asked to depart from essay but still do an essay. If you want students to do something genuinely experimental, some of the psych essay thinking has to go. With the multimedia - too little guidance. What is 'Novel, independent, creative presentation style'? & how much of a mark is allocated for this? Is filming a Q&A interview really novel? Is using animation? It's certainly different to standard powerpoint. (not saying I didn't enjoy many of the presentations). Is it all down to using a new method? There seemed to be quite a rigid concept of creativity being used - it's possible to be creative using 'traditional' methods, surely. Can't content be creative, not just the medium used? Is selecting just the right images and style for the presentation an exercise in creativity? Would the animations seem less creative if everyone used them? What if using other media didn't suit your topic? I suppose what I'm getting at is that creativity is a great thing to encourage but it's a tricky thing to evaluate fairly. It made me laugh (or otherwise respond strongly), engaged
and kept my interest are usually how we judge. But they're also pretty subjective criteria. Not a complaint about my marks - which were fair. Just reflecting on the process & what is creativity for me. Also, noticed some of the assessment comments didn't pick up on the implications of new media. Yes, credits may flash past briefly at the end but the joy of having a recording is that the watcher can pause it for as long as is necessary to get the required information. Different topic - the tutorial buddy system - great if you're extroverted or have a class where you already know heaps of other students. Excruciating if not. Even worse, if some students intentionally exclude someone. Had my say on the midterm feedback about that. Did notice James making an effort to seek out solo students when group activities assigned at lectures. It's a start. |
| James Neil is a terrific teacher once again. Working very hard to make the unit understandable and interesting, he made the entire unit a valuable and informative contribution to my time at UC. | Some quizzes were added late, but this did not prove to be a huge problem overall, as they were uploaded in pleanty of time anyway. |
| the lectures were informative.The tutorials were interactive and fun.James was creative, interesting and funny. | the assessment items. There was a wikiversity book chapter worth 55% that is a lot of weighting for one assignment. Definitely need more help with this assessment and the way to set it out as this is a psych subject not an IT subject and there was a heavy emphasis on computer and html skills that most of us wouldn't have. The same goes for the multimedia presentation this also had a heavy emphasis on computer skills which most of us had trouble with. Although this assessment is much better than an exam or essay as it's more interesting, creative and interactive more lectures need to be dedicated to this assessment so that a better understanding is made towards the layout and language of wiki and multimedia players/websites etc. |
| N/A | This unit should not be using Wiki's as major pieces of assesment. I spent more time trying to figure out how to use a wiki and upload a multimedia than i did researching and completing the content of my work. |
| The lecturer should not link EVERYTHING to 'wikiversity' because it should not be expected that all students are familiar with such a programme. The explanations overall about how to use it were not good enough either. | |
| Assessment was fantastic and James is always very approachable. | The lectures were a little boring, too much information on slides. |
| Open forum on moodle was the best as it helped provide support to other students who were struggling with the techinal aspects | The set tasks need further explanation, it was a very specific assessment that was wholly surrounded on technolgy. Whilst I appreciate the skills I have acquired, it was frustrating to navigte through the process. More hours needed to be allocated to learning and prodcuing the assessment. |
| Different type of assessment | less assessment due all at the end of semester - spread out more |
- Book chapter exercise
Wikiversity user Miz.mira raised concerns about contributing his/her work to Wikiversity as part of the Motivation and emotion book learning and assessment exercise after completing the unit by blanking the Motivation and emotion/Book/Shopaholic page. This blanking of the page content was reverted by User:Jtneill (unit convener and Wikiversity custodian) on the grounds that it was a collaboratively-developed resource. Nomination for page deletion was suggested and used as a way to discuss possible deletion of the content with the Wikiversity community, as per the site's Deletion guidelines.
The main issue raised in discussions has been about university student contribution of content under Creative Commons Share-alike and GFDL licensing as part of an assessment exercise towards a university degree.
Currently, the page deletion nomination is unresolved.
Possible directions:
- In future, draw attention more explicitly to the licensing conditions for contributions to Wikiversity in the unit outline, including explanation that revocation of licensing it not permitted. See also Creative Commons FAQ: "What if I change my mind?"
- In future, draw attention more explicitly to the collaborative nature of the book chapter exercise in the unit outline
- In future, draw attention more explicitly to what actions should be taken by students if they do not wish to contribute content to Wikiversity in the unit outline
- Discuss the issue of student assignment contributions at a meta:Wikipedia Education Program Metrics and Activities Meeting