Talk:Motivation and emotion/Book/2022/Volunteer tourism motivation

Heading casing

Hi U962051. FYI, the recommended Wikiversity heading style uses sentence casing. For example: Self-determination theory rather than Self-Determination Theory Here's an example chapter with correct heading casing: Growth mindset development -- Jtneill - Talk - c 09:34, 26 August 2022 (UTC)

Thank you so much for the feedback James! U962051 (discuss • contribs) 04:57, 27 August 2022 (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 see editing changes made whilst reviewing this 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 below may also be about all material on the page at the time of providing this feedback.

Title The title is correctly worded and formatted The sub-title is correctly worded and formatted User page Excellent – used effectively Social contribution Excellent – at least one contribution has been made and summarised in a numbered list with direct link(s) to evidence Headings See earlier comment about Heading casing Promising 2-level heading structure – could benefit from further development by expanding the structure Note that there is no need to impose general motivation theories onto VT; it is quite OK to use the limited, emerging theories from within existing VT theory and research e.g., https://run.unl.pt/bitstream/10362/127909/1/TGI0455.pdf. Having said that, if you're going to use a general motivational theory, consider self-determination theory's basic psychological needs e.g., they are mentioned in https://www.taylorfrancis.com/chapters/edit/10.4324/9780367815875-25/volunteer-motivation-katja-petrovic-arthur-stukas Key points Basic development of key points for each section, with relevant citations I think the criticisms section is appropriate, but try to couch this in terms of its connection with motivation; a reasonably conclusion seems to be drawn by https://doi.org/10.1080/09669580802159610 in that programs should be managed towards achieving cross-cultural understanding rather than potentially be exploitative or confirming pre-existing stereotypes etc. Overview - Consider adding: an evocative description of the problem and what will be covered focus questions an image an example or case study Strive for an integrated balance of theory and research Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters. Consider including more examples/case studies Conclusion (the most important section): Hasn't been developed Could consider implications for academics, volunteer tourism, companies and tour operators (e.g., https://run.unl.pt/bitstream/10362/127909/1/TGI0455.pdf) Figure Excellent – A relevant figure is presented and it is appropriately captioned Cite each figure at least once in the main text References Good For APA referencing style, check and correct: alphabetical order capitalisation italicisation page numbers should be separated by an en-dash (–) rather than a hyphen (-) May be of interest: https://www.taylorfrancis.com/chapters/edit/10.4324/9780367815875-25/volunteer-motivation-katja-petrovic-arthur-stukas (if you can't access this, let me know and we can ask the UCLibrary) https://doi.org/10.1002/nml.21446 https://doi.org/10.1080/14775085.2016.1143865 https://doi.org/10.1080/11745398.2009.9686827 https://repository.up.ac.za/bitstream/handle/2263/46195/Reynders_Comparing_2015.pdf https://doi.org/10.1080/10548408.2019.1590293 http://www.ajhtl.com/uploads/7/1/6/3/7163688/article_3_24_2013.pdf Resources See also Not developed External links Excellent

-- Jtneill - Talk - c 11:01, 28 September 2022 (UTC)

Book chapter review and feedback

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 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 Overview Solid Overview Briefly explains the problem or phenomenon Consider introducing a case study to help engage reader interest Clear focus question(s) The Overview should not contain sub-headings; more detailed info into a subsequent section Theory – Breadth Relevant theories are well selected, described, and explained Initially, there is too much general material about the volunteer tourism industry. Instead, summarise and link to further information (such as other book chapters or Wikipedia articles), to allow this chapter to focus on the specific topic (i.e., the sub-title question). Be wary of painting an overly positive picture of volunteer tourism; there are also potential downsides (e.g., exploitation). This is acknowledged in the Conclusion, but not earlier. The chapter doesn't wander off into discussion of irrelevant theory Build more strongly on other related chapters (e.g., by embedding links to other chapters) Theory – Depth Appropriate depth is provided about the selected theory(ies) Tables and/or lists could be used more effectively to help clearly convey key theoretical information Some basic examples are provided More examples could be useful to illustrate key theoretical concepts Research – Key findings Reasonably good review of relevant research More detail about key studies would be ideal Greater emphasis on effect sizes, major reviews, and/or meta-analyses would be helpful Research – Critical thinking Basic critical thinking about relevant research is evident Critical thinking about research could be further evidenced by: describing the methodology (e.g., sample, measures) in important studies considering the strength of relationships acknowledging limitations pointing out critiques/counterarguments suggesting specific directions for future research Some claims are unreferenced (e.g., see the tags) Integration There is basic integration between theory and research Conclusion Reasonably good summary Summarise key take-home message(s) Written expression – Style Written expression Overall, the quality of written expression is good Layout See earlier comments about heading casing Grammar The grammar for some sentences could be improved (e.g., see the 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 serial commas[1] – they are part of APA style and are generally recommended by grammaticists. See explanatory video (1 min) Check and correct use of possessive apostrophes (e.g., cats vs cat's vs cats') Proofreading Remove unnecessary capitalisation 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) Direct quotes need page numbers – even better, write in your own words Figures Provide more detailed Figure captions to help connect the figure to the text Figure captions use the correct format Each Figure is referred to at least once within the main text using APA style Citations are not in full APA style (7th ed.). For example: If there are three or more authors, cite the first author followed by et al., then year. For example, either: in-text, Smith et al. (2020), or in parentheses (Smith et al., 2020) References are not in full APA style. For example: Check and correct use of capitalisation[2] Check and correct use of italicisation Written expression – Learning features Overall, the use of learning features is good Very good 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. Good use of image(s) No use of table(s) Basic use of feature box(es) Basic use of quiz(zes) Basic use of case studies or examples. Direct quotes are over-used. Basic use of interwiki links in the "See also" section Basic use of external links in the "External links" section Social contribution ~2 logged, useful, moderate social contributions with direct links to evidence

-- Jtneill - Talk - c 10:58, 2 November 2022 (UTC)

Multimedia presentation feedback

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.

Overall Overall, this is a good presentation Overview An opening slide with the title and sub-title is displayed and narrated — this helps to clearly convey the purpose of the presentation This presentation has a basic introduction to engage audience interest A context for the topic is established Consider asking focus questions that lead to take-away messages. This will help to focus and discipline the presentation. Content 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 The presentation is well structured The presentation makes excellent use of relevant psychological theory The presentation makes basic use of relevant psychological research The presentation includes citations The presentation makes excellent/very good/good/basic use of one or more examples or case studies or practical advice The presentation could be improved by making more use of examples or case studies The presentation provides practical, easy to understand information Conclusion A Conclusion slide is presented with excellent/very good/good/basic take-home message(s) The presentation could be strengthened by expanding on the take-home message (e.g., answers to more than one focus question) What are the practical take-home message(s) that we can use to help improve our everyday lives based on the best available psychological theory and research about this topic? The presentation could be strengthened by adding a Conclusion slide with practical, take-home messages Audio The audio is easy to follow Audio communication is clear and well paced Very good intonation enhances listener interest and engagement The narration is well polished Audio recording quality was OK. Review microphone set-up to achieve higher recording quality Video Overall, visual display quality is very good The presentation makes effective/good/basic use of text and image based slides The font size is sufficiently large to make it easy to read The amount of text presented per slide makes it easy to read and listen at the same time The visual communication is effectively supplemented by images and/or diagrams The presentation is well produced using simple tools Meta-data The chapter title and sub-title (or an abbreviation to fit within the 100 character limit) are used in the name of the presentation — this helps to clearly convey the purpose of the presentation A brief written description of the presentation is provided. Consider expanding. Links to and from the book chapter are provided, but the link in the description isn't clickable The presentation is incorrectly categorised as being for kids. This introduces limitations, such as being unable to add the presentation to a playlist. More info. Licensing Image sources are communicated in a general way. Also provide links to each image and the license details. A copyright license for the presentation is provided in the presentation description but not in the meta-data

-- Jtneill - Talk - c 00:11, 7 November 2022 (UTC)