Latest comment: 3 years ago1 comment1 person in discussion
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 starting a new section below and/or contacting the reviewer. Topic development marks are available via UCLearn. 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.
Consider linking to your eportfolio page and/or any other professional online profile or resume such as LinkedIn. This is not required, but it can be useful to interlink your professional networks.
Latest comment: 3 years ago2 comments2 people in discussion
Hi there,
I enjoyed reading your chapter and seeing the work you've put in. Given you've got all your sections written up, I feel like suggestions on presentation may help you out in the final stretch.
1. You're probably aware of this already, but just a friendly reminder that at the time of this feedback (35 hours until submission) you're over the allotted word count. It might be simple to remove 200 words, but then you need to factor in case studies and other non-information aspects that improve the readability of your chapter. Are there sections that can be cut down, or if really needed, removed entirely?
2. You will need some learning features, whether they be case studies or scenarios, or something else. In your chapter, natural points to put learning features in appear to be at the end of your theory sections, so people have some examples to apply your theory analysis towards. I'm sure you'll have other ideas as well.
3. There are some sections that read for too long and need to be split. For example, the 'Personal Initiative' section is currently one single paragraph, and it's very long. You'd need to cut it down into small, succinct paragraphs to make it easy to read. It doesn't read like you need to modify sentences or such, but there are points that stand out where paragraph breaks can be made (e.g. where the sections starts talking about other examples of PI).
Hi, thanks for the feedback, I added more images and a quiz at the end, I also made some of paragraphs less clumped like you suggested. Thanks for the advice :) U3203031 (discuss • contribs) 10:34, 17 October 2021 (UTC)Reply
Latest comment: 3 years ago1 comment1 person in discussion
The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's UCLearn site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.
Comments about the book chapter may also apply to this section.
The presentation addresses the topic.
An appropriate amount of content is presented - not too much or too little.
There is too much content, in too much detail, presented within the allocated time frame. Zoom out and provide a higher-level presentation at a slower pace. It is best to cover a small amount of well-targetted content than a large amount of poorly selected content.
The presentation is well structured.
The presentation makes basic use of relevant psychological theory.
The presentation makes little use of relevant psychological research.
The presentation could be improved by making more use of examples or case studies.
The audio is somewhat hard to follow because so much content is presented so quickly.
The presentation makes basic use of narrated audio.
Consider slowing down and leaving longer pauses between sentences. This can help the viewer to cognitively digest the information that has just been presented before moving on to the next point.
Good intonation enhances listener interest and engagement.
The audio communication is a little hesitant in some places - perhas could benefit from further practice.
Image sources and their copyright status are not provided. Either provide details about the image sources and their copyright licenses in the presentation description or remove the presentation.
This presentation has probably violated the copyrights of image owners as images appear to have been used without permission and/or acknowledgement.
A copyright license for the presentation is not provided.
Latest comment: 2 years ago1 comment1 person in discussion
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. Chapter marks will be available via UCLearn along with social contribution marks and feedback. Keep an eye on Announcements.
Overall, this is a solid chapter that makes good use of psychological theory and research to help address a practical, real-world phenomenon or problem.
For additional feedback, see the following comments and these copyedits.
Relevant theories are well selected, described, and explained.
This chapter focuses on initiative in the workplace, rather than initiative as a more general concept. The workplace could well be used as a significant focus, but there should be more attempt to discuss the concept more broadly.
Overall, the quality of written expression is basic.
Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences.
Use 3rd person perspective (e.g., "it") rather than 1st (e.g., "we") or 2nd person (e.g., "you") perspective[1] in the main text, although 1st or 2nd person perspective can work well for case studies or feature boxes.
Use permanent, rather than relative, time references. For example, instead of "20 years ago", refer to something like "at the beginning of the 21st century". In this way, the text will survive better into the future, without needing to be rewritten.
The grammar for many sentences could be improved (e.g., see the [grammar?] tags). Grammar-checking tools are available in most internet browsers and word processing software packages. Another option is to share draft work with peers and ask for their assistance.
Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour).
APA style
Use double (not single) quotation marks "to introduce a word or phrase used as an ironic comment, as slang, or as an invented or coined expression; use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" (APA 7th ed., 2020, p. 159).
Figures
Figures are captioned.
Figure captions use the correct format.
Refer to each Figure at least once within the main text (e.g., see Figure 1).
Citations use correct APA style.
References are not in full APA style. For example:
Overall, the use of learning features is insufficient.
No use of embedded in-text interwiki links to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See example.
No use of embedded in-text links to related book chapters. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
Basic use of image(s).
No use of table(s).
Basic use of feature box(es).
Basic use of quiz(zes).
No use of interwiki links in the "See also" section.
No use of external links in the "External links" section.