Motivation and emotion/Evaluation

< Motivation and emotion
Motivation and emotion - Evaluation

This page documents feedback, evaluation, and plans for improvement for the Motivation and emotion unit.

2015


For 2015, the unit structure and materials have been updated to reflect changes in the 6th edition of the Reeve (2015) textbook which include:

  1. 3 new chapters (Individual Emotions, Mindsets, Interventions)
  2. Greater emphasis on neuroscience and practical applications
  3. Expanded quiz test bank

In addition, the maximum length of the Multimedia assessment item has been reduced from 5 to 3 minutes.

Student feedback about this unit in 2014 was very positive and can be viewed here: Motivation_and_emotion/Evaluation/2014

2014

Ratings from students in 2014 (N = 43 out of 147):

  1. Unit Satisfaction Scale: 95% (UC average = 79%)
  2. Good Teaching Scale: 93% (UC average = 76%)
  3. Generic Skills Scale: 88% (UC average = 76%)
  4. Overall Satisfaction Scale: 91% (UC average = 79%)
  5. Student Experience Scale: 88% (UC average = 77%)

Written feedback from students in 2014:

Best Aspects Needs Improving
This unit was filled with different kins of assessments which I enjoyed a lot. It was a unit that taught me a great deal about motivation and emotion. Nothing
The collaboration between students was a quality experience. I have not seen people work so cooperatively with people they do not know in the university environment. I do feel the Wiki aspect is a bit of a distraction from exploring the core elements more deeply.
Really loved the course content and the way it was presented, especially when referencing how the techniques are used in real-life application. The final lecture was also great, as it gave an insight into how these theories are applicable in real world scenarios. The assessment items were well spread out, and I felt that I was given plenty of advice leading up to these. Overall a great and interesting unit. Cannot think of anything I would change
James was fantastic in all aspects. He was always available and willing to discuss issues after lectures and tutorials, and always responded promptly to emails even on weekends which was important for me as I work full time. It was unfortunate that all assessments were due at the end of the semester as that meant we didn't have the opportunity to have our work reviewed and be given feedback for how to improve later in the semester, however there was ample opportunity for drafts and suggested timeframes given for these throughout the semester. James was really engaging in tutorials and this helped with making the topics interesting and applicable to everyday life. He has demonstrated the highest quality of teaching that I have experienced so far at UC. The lectures unfortunately are very dull, delivered in a monotonous tone. Unsure how this can be improved, it appears to be James' lecture style... Also I found the lectures pretty much regurgitated the textbook, so quite often if I just read the relevant chapter I was able to understand the info well enough to complete the associated online quiz for that chapter. Suggestion for future - if the book chapter has an assessment aspect that is due mid semester, this would help students by breaking up the assessment but also get an idea of how their chapter is progressing.
A very different style of assessment that appealed to the interests and abilities of the general student cohort. And an interesting philosophy behind using this form of assessment. The publication of a piece of assessment on Wiki is and the audiovisual component of the assessment are novel and interesting and impart new skills, but they do consume a lot of time for tasks unlikely to be repeated at this level of study.
Wikipedia was a fun challenege Sometimes is seemed like James didn't completely understand Motivation and Emotion himself.
This was by far the best unit I studied this semester. The assessment was engaging, lectures delivered clearly an in a way that was easy to understand, and tutorials were well structured and helpful in my learning. I think it is particularly worth noting that James was a fantastic course convener/ lecturer/tutor. I feel as though he put a lot of time into helping students and he was always happy to help explain things in tutorials and very responsive to moodle posts. The book chapter was a great assignment. Much more engaging than just writing an essay or literature review. At the beginning of the semester I was a little unsure, because I had never used wikiversity before. However, I found James helpful in answering questions about editing wiki pages. can't think of anything specific - great course!
This was an excellent unit! Incorporating a whole of unit approach to the assessment crated a very holistic learning experience. The depth that this allowed us to research a single topic was very enjoyable and informative. The concept of students writing chapters on various topics is a 'life-work' concept and I believe will show some interesting trends in learning which can be reflected on over time. While James made the expectations very clear and the outline and expectancies were communicated very well, there may still be some space to clarify the differences between this form of assessment and more traditional units. This type of assessment definitely needs attention right through-out the semester. James said this many times, but I failed to really grasp the importance. Maybe check points through-out the semester with a weighting of say 20%. Large enough to not ignore and if students hit their milestones (chapter outline, research outline, etc) on-time, a good way to create solid chapters and remind students of the value of regular work on it. I know that it seems like trying to protect students fro themselves, but sometimes we need that.:-)
This unit was possibly one of my favourite units so far for psychology. Was beyond interesting and crazy challenging but that made it more worth it. James was so helpful and made a point of allowing students to develop further their ideas, making their learning about what they are interested in. nothing!
The use of the wikiversity site to do our major project was an interesting experience. Having the ability to help out others in the unit and get help with the project was great. Getting the multimedia presentation done was a pain, all sorts of technical problems, wasn't a fan of this part of the assessment and don't know that it was necesary
The lectures were packed full of information, and I was never bored. The tutorials were also useful, and it was worth my time to attend them. The delivery of the lectures was sometimes a bit monotonous

The following changes were made to this unit for 2014, based at least partly on previous feedback from students:

  1. Face to face tutorials will take place in a computer lab in order to provide more hands-on assistance with preparation of the assessment tasks.

2013

Changes to make for 2013

  1. Quizzes
    1. Release quizzes earlier
    2. Include calculated question types
  2. Provide clearer explanation and instruction about the online assessment formats (wiki and media)
  3. Provide an opt-out option for students who do not wish to present their work in an open, creative commons format

2011

Changes made

In 2011, the main change was that the mid-semester and final exam were dropped in favour of 16 online chapter quizzes (one per textbook chapter).

Recommended changes for 2012/2013

Although student satisfaction with the unit was slightly higher than discipline, faculty, and university averages, there is room for improvement.

Based on reading the open text comments about should be improved, the following themes emerged:

  1. IT/media/technical/wiki focus
    1. Some commented that there was too much emphasis on IT/media production. Possible solution:
      1. Emphasise that the purpose of the unit and assessment is about developing knowledge about content (book chapter - literature search and essay writing; 5 min recorded overview - recorded presentation) not IT/media and developing generic skills (e.g., communication). The IT/media methods to be used are very basic and are taught in lectures/tutorials and/or online modules.
    2. Some students didn't like doing the book chapter on Wikiversity because they found it technically difficult and had difficulty understanding how this related to the learning outcomes for the unit. Other students had almost opposite comments (e.g., appreciating continuous feedback in the wiki format etc.), hence possible solutions include:
      1. Clarify that the book chapter exercise is about the content and endeavour (process) of collaborative writing, not the technical aspects of formatting and layout.
    3. Some commented that they did not wish to place their work online and preferred a more traditional format for assessment. Possible solutions:
      1. The unit should provide a clearer introduction and rationale for the assignment format, including copyright and licensing, and provide an opt-out for those who do not wish to work openly online (e.g., Google Doc) - see additional section about this below
  1. Lectures
    1. Some comments that lectures were boring/uninteresting/repeated textbook/too much information on slides. Possible solutions:
      1. Revise lecture slides (currently heavily based on textbook materials) to a) cover key content which is reflected in textbook/quizzes; b) include other related aspects/examples (but also reflect these in quizzes); c) key assessment skills
  1. Tutorials
    1. Some commented that fortnightly tutorials weren't sufficient. Possible solutions:
      1. Make screencasts of Book chapter exercise FAQ which are recommended in alternate fortnights as online modules
  1. Quizzes
    1. Some commented that quizzes should have been released earlier. This occurred because it was the first time that one quiz per chapter was use. Possible solution:
      1. Release all at start of semester to allow self-paced learning/achievement.
  1. Book chapter
    1. Some commented about the amount of weighting on the book chapter (55%) being too high. Some also commented about the lack of interim goal/assessment for the book chapter. Possible solutions:
      1. 10-15% could be allocated to a book chapter plan due mid-semester
    2. A comment was that "a further overview of what is exactly required for the main book chapter assignment" Possible solution:
      1. Add/do this
    3. There was a comment requesting less instruction about the wiki marking criteria for assessment (is it trying to do too much (e.g., is it essay or something different), too little for the multimedia (e.g., what is creativity (is that what is wanted?) and is this judged?). Possible solutions:
      1. Review Marking criteria for book chapter (less?) and multimedia (more?)

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:

For more information about the UC Unit Satisfaction Survey results, see

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:

  1. 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?"
  2. In future, draw attention more explicitly to the collaborative nature of the book chapter exercise in the unit outline
  3. 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
  4. Discuss the issue of student assignment contributions at a meta:Wikipedia Education Program Metrics and Activities Meeting

2010

Open text comments

Best aspects? Needs improving?
I really enjoyed the tutes. I liked working in small groups to help with the assignments. Maybe an assignment due mid semester-ish just so people could know how they're doing in the course.
- I did not like the nature of the assessment items in this unit. I did not feel confident in the actual criteria for assessment and I believe that this will be expressed in the marks that I receive for this unit. There was no clear guidelines for any of the assessment items, and I feel that the guidelines set out in the unit outline were vague and ambiguous. I was given no feedback with my marks for my textbook chapter and thus was unable to dispute what I believe to be an unfair mark. I also strongly object to the 'ranking' of our textbook chapter by mark on a public website.

By the end of the semester, most people knew who had written their chapters on what topic and I believe that we should be asked for our consent to post information about our grades on a public domain.

- James was very, very helpful, was always available to talk to when we needed to ask questions or have something clarified. - It was great to do an assignment (textbook chapter) that is a bit out of the ordinary and not an essay or a lab report.

- I liked how we were able to choose and refine our own topics for the textbook chapter, it made it a lot easier to write (because you choose something you were interested in) and a lot more fun to research. - Flexibility of the tutes was great.

 - I think that next semester it might be a good idea to replace the journal with some other form of assessment e.g. fortnightly quizzes in tutes. The workload became a bit too much towards the end of semester, as the textbook chapter required a LOT of time and planning, having to write a minimum of 250 words each week on that week's topic was extremely hard. Combined with assignments from other classes, the journal proved to be the straw that broke the camel's back in terms of workload.
* The lecturer was very enthusiastic which motivated me to put lots of effort in. * I liked having one 2 hour tute every 2 weeks. * I liked not having an exam. * I enjoyed learning about

Wikiversity through the assessment pieces which is something very different compared with what I have ever done before. * I liked how we were able to choose our own topic for the chapter we had to author. * I think it's great that we get a copy of the text book chapter that we all wrote, I look forward to reading it!

 * I think it would be good to have a few tutorials in the computer rooms dedicated to Wikiversity.

Having never used anything like it before, I found it was a lot to get my head around to start with.

A text book written by students. Awesome idea More options for tutorial times, i.e., during the day so parents can organise child care.
An amazing unit, one of the best of my degree.
Fleibility of the assessment tasks, understanding and knowledgable teacher None!
fresh new learning experiences, loved the different format, always felt supported, best and most

fun unit I have done in psychology

 no
I do not understand the meaning of the questions 'I found this unit intellectually stimulating' therefore I just put neutral to reply it. Please explain this question in a simpler language in the future. I do not understand the meaning of the questions 'I found this unit intellectually stimulating' therefore I just put neutral to reply it. Please explain this question in a simpler language in the future.
assesments are all due so close to exam time, move some of them earlier. Textbook chapter is rather large assesment
I loved the online assessment. It was daunting at first, but i found it much more rewarding than handing in sheets of paper with an essay on them. Liked that there was no final exam.

Interesting subject and James did well to explain aspects of it. James was quick to answer queries and understanding that this was a new and scary type of assessment.

 It would be better to have more spread out assessment over the semester (e.g. maybe the e.portfolio mark could be split up through the semester so we feel like we are earning something as we go). I felt more stressed having everything due in november. A mid semester exam on a few quizzes would also have been good.
This was a great unit. The topics were interesting. Tutorials were great, I enjoyed filling in the various scales and discussions were entertaining and informative. It was a nice change to have assignments other than essays, quizzes, or exams. The chapter was a great idea, it was fun, had a bit of leeway to do pics and stuff, and we got to pick our own topics - so much better than choosing the best of boring essay topics! Thanks James, this has been my favorite unit so far! I know it's personal opinion but I found the text a bit boring, some of it just droned on and on.

Some of the lectures were a little dry - material-wise. I think the e-portfolio should be worth a greater % than the multimedia because it was so much bigger and took so much longer to put together.

James (the lecturer/tutor) made a real effort to make things interesting by setting unique assessment items. He was also very organised with everything and very helpful to all students having and difficulties with the work.
James did a great job of integrating what are new ways of learning for most students into the unit. The assessments were great, teaching people valuable new skills using technology.

Tutorials were great!!! Good mix of activities, help and questions sessions. James is a pleasure to have a lecturer, very approachable and willing to help and great knowledge in a huge number of fields.

 Lectures were fairly slow, James seemed uncertain of content at times and they were fairly uninteresting.
James is a fantastic teacher, he tries to make tutorials and lectures interesting. feedback and marks back quicker. I understand that James has a lot of his plate, however, I found it extremely frustrating that it is now the 11th of december and i have not got ANY marks back.
James seemed to put a lot of effort into choosing tasks that would motivate students to do their best work and would separate those who do last minute cramming from those who work consistently throughout a semester. Chapters were great although having more time to complete them would have helped, further an assessable draft may have encouraged people to start their chapters earlier and produce much higher quality work. The content became repetitive, would have liked more focus on emotion as well as less heavy reliance on the txt book for course content as I think more resources would have encompassed more approaches. The e-portfolios were extremely demanding and hard. I think weekly online quizzes may have been better or we needed more emphasis of the word limit (only meant to be 400 words a week but ppl wrote thousands) as well as guidance on what to write or examples
Presenting the work on wiki as it forced me to learn new IT skills that I am now glad to have. I found the eportfoli quite tedious each week. I think an exam would have been better for that type of assessment
That we were able to choose a topic that interested us to work on. Not everyone has broadband access at home, we have dialup and went through considerable expense since broadband is not accessible in our area), it was a big ask and I was lucky to get an assessment item (the screenr item) done on time as a result, there needs to be facilities available within the uni(with sound cards and microphones available).My Internet was slow, I had to drop parts. This wouldve been better done live in a classroom as a powerpoint presentation.
The assessment items were designed really well and were a good way to assess knowledge.

As there is alot of information to take in for this unit, the eportfolio was a much better alternative to an exam. I understood alot more of the content from this method.

 Not receiving much feedback on assessments before the others were due but that didnt matter too much as they were all separate assessments anyway.
The assessment was like nothing i had completed before, it was interesting and new and not boring. James Neill helped a lot too, he made the unit very interesting and always offered to assist me when i needed it. I think the main problem with this unit was the assessment (although very good) as it took a lot more time to generate the skills needed for wiki then any other assignment would.. Which meant more time was needed to prepare/complete assignments.
i liked the learning journal i think the learning journal should be worth more due to the amount of effort it required
This article is issued from Wikiversity - version of the Thursday, July 30, 2015. The text is available under the Creative Commons Attribution/Share Alike but additional terms may apply for the media files.