Talk:Motivation and emotion/Book/2018/Outdoor education and the self
- 1 Heading casing
- 2 Some Psychological Bases, & Aspects of Outward Bound
- 3 Topic development feedback
- 4 Evidence review report
- 5 Suggestion for overview section
- 6 Feedback on overview and outdoor education sections
- 7 Effects and causes
- 8 Examples of population groups
- 9 Interactive activity
- 10 Hyperlinks and case studies
- 11 Some suggestion=
- 12 Social contributions
- 13 Chapter review and feedback
- 14 Multimedia feedback
|FYI, the convention on Wikiversity is for lower-cased headings. For example, use:|
Some Psychological Bases, & Aspects of Outward Bound
An oldie, but a goodie - https://eric.ed.gov/?q=Anxiety&pg=1302&id=ED209043. Email me for a pdf. -- Jtneill - Talk - c 07:50, 23 August 2018 (UTC)
Topic development feedback
The topic development has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing the chapter plan. Responses to this feedback can be made by and/or contacting the reviewer. Topic development marks are available via . Note that marks are based on what was available before the due date, whereas the comments may also be based on all material available at time of providing this feedback.
Title, sub-title, TOC
Evidence review report
This new review may be of interest: Evidence Review: An evaluation of the impact of adventure learning and leadership programmes on young people’s self-esteem, self-confidence and resilience -- Jtneill - Talk - c 09:35, 4 October 2018 (UTC)
- Cheers James, looks good. Nice and recent also! --Foley.d (discuss • contribs) 01:57, 5 October 2018 (UTC)
Suggestion for overview section
Your page on OE is really interesting and after reading it I wish I had done this subject at school!
A suggestion I'd make is to find a way to introduce the topic without explicitly outlining what you will discuss in the body of the work. You have already done this in the first paragraph of the overview section and I think it makes for a more interesting and informative read U3037801 (discuss • contribs) 02:50, 7 October 2018 (UTC)
- Thanks for the suggestion, will see how I can strip it down.--Foley.d (discuss • contribs) 05:37, 10 October 2018 (UTC)
Feedback on overview and outdoor education sections
Overview provides a great outline of the topic, with good detail and raising the relevant questions. Sentence structure is good. You could consider adding focus questions to provide the reader with a direct and clearer view on what you are covering in the chapter.
Outdoor education chapter provided good detail on the background of Outdoor education. I particularly liked the linking between this chapter and self-constructs. Potentially having another image of an outdoor example linking with the history provided may help illustrate the points visually.
u3144311 - 3:30, 8th October 2018 (UTC)
- Thanks for the suggestion and feedback! I was trying to figure out what would be another good picture so will see what I can find.--Foley.d (discuss • contribs) 05:40, 10 October 2018 (UTC)
Effects and causes
@Foley.d:, regarding your email query about the topic development feedback: "Overview - the key focus question for this chapter (based on the sub-title) is "what are the effects of OE on self-constructs?" - that's fundamentally what the Conclusion needs to deliver on. But a secondary question, along the way, could be "what the mechanisms/processes through which such changes are facilitated?", which allows review/use of theory. However, don't let pursuit of the latter question become a distraction or undermine addressing the first question."
Since the topic is currently "what are the effects of OE on self-constructs?", the chapter should focus on answering this question. Also addressing what causes such effects is interesting/useful to the extent that it informs and strengthens the answer to the core question, but watch out for getting sidetracked into tackling the causal question if it is pursued to the detriment of addressing the core topic. An alternative approach could be to renegotiate to expand the chapter topic to something like "What is the effect of outdoor education on self-constructs and what mechanisms facilitate these effects?". Sincerely, -- Jtneill - Talk - c 02:36, 9 October 2018 (UTC)
Examples of population groups
Hi, this is a really interesting topic. As someone who used to work in OE the applications it has for individuals with disabilities are amazing. It is also challenging and rewarding for those who work in OE to work with those who are disabled, particularly children. Here is an article exploring this "Sugerman, D. (2001). Inclusive outdoor education: Facilitating groups that include people with disabilities. Journal of Experiential Education, 24(3), 166-172." More examples throughout your well developed paragraphs would strengthen your chapter. All the best, Chantelle (u3141099). --Chantellej 12 (discuss • contribs) 06:23, 10 October 2018 (UTC)
Hi Foley.d, The way you are putting all the information together is awesome. I would suggest you to add a quiz as an interactive activity to your book-chapter. This will engage readers in a more effective way. Best of luck. U3149294. --TarunSharma23 - (discuss • contribs) 00:56, 12 October 2018 (UTC)
This page is coming along fantastically. I can tell you have put in a lot of research and are definitely interested in this topic. However, it would be nice to see some more hyperlinked words to other pages just for further information for the reader. This also may save yourself words by not having such lengthy descriptions of concepts. I also think that case studies would be an interesting addition to the page. Such as when stating intrinsic and extrinic motivation, it may be helpful for all readers to have an short explanation of what these are and perhaps a case study example of when or how this motivation would be used.
- Hi Taylor, thanks for the suggestions! I had forgotten to update the hyperlinks as I went so much appreciated, will see if I've got words for a case study also. Cheers, Dot--Foley.d (discuss • contribs) 08:37, 16 October 2018 (UTC)
This page is absolutely fantastic! I have a few minor suggestions that you may want to implement. One suggestion is changing some of your files/tables from a right alignment to a left alignment. And another suggestion I have, as previously mentioned, is to add a quiz or two - if you are after a good format for quizzes let me know and I can share mine with you. Good luck with the finalisation of your book chapter! --U3160382 (discuss • contribs) 03:05, 19 October 2018 (UTC)
Hey, thanks for the feedback. I've shaken things up a bit with the change in alignment as you suggested, and put a case study in there to help with making it more interesting. Cheers, Dot--Foley.d (discuss • contribs) 11:32, 20 October 2018 (UTC)
Hi Dot! Your chapter is sounding amazing and your passion for outdoor education is really shining through! Thank you for all of the social contributions you have given everyone, you are super helpful. :) I just noticed however that your social contribution list isn't exactly matching the suggested summary layout in the marking rubric. Here's the link to the James's suggested layout. https://en.wikiversity.org/wiki/Motivation_and_emotion/Assessment/Chapter#How_to_make_and_summarise_social_contributions hope this helps :) --Emily Ewart (discuss • contribs) 03:48, 21 October 2018 (UTC)
This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by and/or contacting the reviewer. Chapter marks will be available later via Moodle, along with social contribution marks and feedback. Keep an eye on Announcements.
The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Canvas site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by . If you would like further clarification about the marking or feedback, contact the unit convener.