Template:Motivation and emotion/Assessment/Multimedia/Feedback/2018
This is a marking and feedback template for the multimedia presentation exercise for Motivation and emotion, 2018. This template is designed to be transcluded on a chapter talk page.
Usage - Default example
[edit source]{{MEMF/2018
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creates:
Multimedia feedback
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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 starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener. |
 Overall[edit source]
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Detailed example
[edit source]This is the template syntax with some prefilled comments:
{{MEMF/2018
|1=
<!-- Overall -->
# Overall, this is an excellent presentation that makes effective use of simple tools.
# Overall, this is a reasonably good presentation.
# Overall, this is a basic, but sufficient presentation.
# The presentation is over the maximum time limit - content beyond 3 mins is ignored for marking purposes.
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<!-- Structure and content -->
# Many of the comments about the book chapter also apply to this section.
# Well selected and structured content - not too much or too little.
# The presentation is well structured (Title, Overview, Body, Conclusion).
# Add and narrate a Title slide, to help the viewer understanding the focus and goal of the presentation.
# Add and narrate an Overview slide, to help orientate the viewer about what will be covered.
# A Conclusion slide is presented with a take-home message(s).
# The presentation could be strengthened by adding a Conclusion slide with practical, take-home messages.
|3=
<!-- Communication -->
# The presentation is fun, easy to follow, and interesting to watch and listen to.
# The presentation makes effective use of text and image based slides with narrated audio.
# Well paced. Excellent pauses between sentences. This helps the viewer to cognitively digest the information that has just been presented before moving on to the next point.
# 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.
# The font size is sufficiently large to make it easy to read in the time provided.
# Some of the font size should be larger to make it easier to read.
# The visual communication is effectively supplemented by images.
# The visual communication could be improved by including some relevant images.
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<!-- Production quality -->
# The full chapter title and sub-title are used in the video title - this helps to clearly convey the purpose of the presentation.
# The full chapter title and sub-title are used on the opening slide - this helps to clearly convey the purpose of the presentation.
# Use the full chapter title and sub-title on the opening slide and in the name of the video because this helps to match the book chapter and to clearly convey the purpose of the presentation.
# Audio and video recording quality was excellent.
# Audio recording quality was a bit quiet - review microphone set up.
# Consider muting the music during narration to help the viewer concentrate on the combination of visual information and narrated audio.
# Images sources and their copyright is well acknowledged.
# Add acknowledgement of image sources used in the presentation.
# A copyright license for the presentation is provided.
# A copyright license for the presentation is not provided.
# A link to and from the book chapter is provided.
# A link to the book chapter is not provided.
# A link from the book chapter was not provided.
# A written description of the presentation is provided.
# No written description of the presentation is provided.
}}
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creates:
Multimedia feedback
|
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 starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener. |
Overall[edit source]
|