< Motivation and emotion < Changes

Student-suggested improvements

Students in 2020 made many useful suggestions. As a result, the following changes will be considered for 2021:

Assessment

  1. Weighting: Some students commented that the quizzes were under-weighted and the book chapter over-weighted. Therefore, per quiz weighting has been increased from 1.7% to 2%. With 17 quizzes, this means the total weighting has increased from 30% to 34%. The book chapter weighting has decreased from 45% to 41%.
  2. Large nature of combined assessment project: Some students reported feeling daunted by the large nature of the combined project (70% - i.e., topic development (5%), book chapter (45%), and multimedia presentation (20%)) Therefore,
    1. The overall weighting has been reduced to 66% by reducing the book chapter weighting from 45% to 41%.
    2. Information has been added to the Unit Outline, assessment guidelines, lectures, and tutorials to communicate that, as a Level 3, final semester unit, the combined assessment (topic development, book chapter, multimedia presentation) can be considered a scaffolded "capstone" exercise, allowing students to bring together and demonstrate their knowledge and skills to produce useful real-world resources.
  3. Topic development / Book chapter:
    1. Several students appreciated the novel nature of the book chapter/multimedia assessment, but some found the technical aspects of learning how to edit online difficult. Therefore, the explanatory rationale for the assessment modality has been improved by:
      1. More clearly connecting the generic skills developed through this assessment modality (e.g., creating web and multimedia resources) and UC graduate attributes (e.g., "UC graduates are lifelong learners - evaluate and adopt new technology").
      2. Better communicating the applicability of these skills and artefacts such as for student eportfolios, internships, professional profiles, and employability skill development).
    2. Some students were concerned about an apparent lack of peer-reviewed academic information about some of the book chapter topics. Therefore, tips have been added to the Unit Outline, lectures, author guidelines, and book chapter template about how to search for relevant topic content and how to frame a chapter plan that reflects what is known. Links to some illustrative topic developments and example chapters have been added.
    3. Some students reported difficulty in both presenting a chapter plan for the topic development and managing other writing/draft notes on the same page. Therefore, the author guidelines and the book chapter template have been improved to clarify the requirements for presenting a clear chapter plan and suggesting ways to include other draft notes. Links to some illustrative topic development submissions have been added.
    4. Some students were confused about book chapter requirements. Therefore, author guidelines have been revised to enhance clarity and limit early confusion. A pre-recorded overview presentation about the book chapter requirements has been added.
  4. Multimedia presentation
    1. One student requested earlier guidance. Therefore, a pre-recorded how to make a multimedia presentation pre-recording has been added.
  5. Quizzes
    1. Some students reported feeling overwhelmed by the number of quizzes and associated reading requirements, particularly during the first half of semester during which two-thirds of the content is covered. Therefore, more suggestions have been added to the Unit Outline, lectures, and web materials about strategies/options for managing the quiz and reading load (e.g., working ahead, keeping pace, or sitting as a final exam) for approaching the quizzes.

Lectures

  1. Some students requested earlier availability of lecture notes. Therefore, lecture notes will be made available by the beginning of each teaching week.
  2. Several students reported that lectures contained too much information and didn't like that some of the content was skilled. Therefore,
    1. The selection of lecture content has been revised, especially for lectures which cover more than 1 textbook chapter, so that it fits more comfortably into the allocated time.
    2. The recapping of previous lectures during the first few weeks has been removed.
  3. Some students reported navigational difficulties in moving from UCLearn to Wikiversity, particularly to find lecture notes. Therefore,
    1. Navigational alignment between the platforms has been reviewed and improved.
    2. Links to lecture notes are now provided directly from UCLearn.

Wikiversity

  1. Some students reported find learning to edit the Wikiversity site difficult. Therefore,
    1. The Wikiversity help material for this unit has been simplified and better organised.
    2. A pre-recorded "how to edit" Wikiversity skill presentation has been added.
    3. The breakdown of editing skills taught within tutorials has been revised.

Lifelong learning skills

  1. One student suggested that the motivation and emotion knowledge and skills taught in the unit helped with their learning confidence and effectiveness and that some of this could be useful if presented during first year. Therefore,
    1. This suggestion was passed onto the undergraduate psychology course team.
    2. A meta-learning skills module is under development to encourage and support lifelong learning, incorporating key concepts from this unit and other resources, such as How to study (Stephen Chew).

Indigenisation of the curriculum

  1. An editable, interactive indigenous ways of learning map for the unit has been developed.
This article is issued from Wikiversity. The text is licensed under Creative Commons - Attribution - Sharealike. Additional terms may apply for the media files.