Latest comment: 1 year ago1 comment1 person in discussion
The topic development submission 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 for 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.
Basic, 1-level heading structure – would benefit from further development, perhaps using a 2-level structure
Headings 2, 3, 4, and 5 are not directly related to the topic which related to motivation: What motivates use of active transport and how can people be encouraged to use it?
Adopt closer alignment between the sub-title, focus questions, and top-level headings
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.
No relevant contributions to this unit are summarised on user page with direct link(s) to evidence – this was covered in Tutorial 03. Looking ahead to the book chapter submission, see how to earn marks for social contributions.
Latest comment: 1 year ago1 comment1 person in discussion
Hey. This is such an interesting topic! I have learned a bit about this in other classes, one research article I read was super interesting. I would suggest giving it a read and maybe incorporate it into your chapter!
Latest comment: 11 months 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.
Overall, this is an insufficient presentation mainly because it lacks synthesis of the best available theory (general motivation theory is used) and research (none reviewed or integrated) about this topic
The presentation is over the maximum time limit — content beyond 3 mins is ignored for marking and feedback purposes
A Conclusion slide is presented with basic take-home message(s) but it is not clear how these conclusions are based on the best available psychological theory and research about this topic?
The Conclusion only partly fitted within the time limit
The narration is reasonably well practiced and/or performed
Audio recording quality was good
Review microphone set-up to achieve higher recording quality. Probably an on-board microphone was used (e.g., keyboard and/or mouse clicks were audible). Consider using an external microphone.
The narrated content is somewhat matched to the target topic (see content) but lacked synthesis of the best psychological research about this topic
Overall, visual display quality is excellent/very good/good/reasonably good/basic
The presentation makes basic use of text and image based slides
The font size is sufficiently large to make it easy to read
Consider using a sans-serif typeface to make the text easier to read
The amount of text presented on some slide could be reduced to make it easier to read and listen at the same time
The visual communication is supplemented in a basic way by images and/or diagrams
The presentation is reasonably well produced using simple tools
The visual content is reasonably well matched to the target topic (see content) but lacked synthesis of the best psychological research about this topic
The video title does not match the chapter title and sub-title — this would help to clearly convey the purpose of the presentation and be more consistent
Provide an informative description to help viewers decide whether they want to watch
A link to the book chapter is not provided
A link from the book chapter is provided
The presentation is incorrectly categorised as being for kids. This creates limitations, such as being unable to add the presentation to a playlist. More info.
Latest comment: 11 months 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.
The main area for potential improvement is to structure the chapter around addressing clear focus questions and synthesising the best psychological theory and research about these focus questions based on peer-reviewed citations.
It seems likely that much of this is unacknowledged genAI content. If so, it needs to be acknowledged in the edit summaries otherwise it violates academic integrity.
The chapter could be improved by addressing earlier feedback
Insufficient use of primary, peer-reviewed sources as citations
Well over the maximum word count. The content beyond 4,000 words has been ignored for marking purposes. There is a lot of repetition.
For additional feedback, see the following comments and these copyedits
Insufficient use of relevant psychological theory about this topic
I suspect the chapter relies on secondary rather than primary sources because there is very little evidence that the best primary peer-reviewed sources have been consulted and used to inform this chapter
Builds on two related Wikipedia articles and no related chapters through embedded links. This demonstrates little awareness of the connections between this chapter and related resources in the Wikimedia Foundation knowledge system.
Insufficient depth is provided about relevant theory(ies)
Some use of tables, figures, and/or lists are to help convey key theoretical information
Insufficient use of academic, peer-reviewed citations (e.g., see the [factual?] tags)
Some promising use of examples. To improve, choose examples that illustrate theoretical concepts about what motivates use of active transport.
Overall, the quality of written expression is below professional standard. UC Study Skills assistance is recommended to help improve writing skills
This chapter reads like a developing draft rather than complete work
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
Layout
The chapter structure is overly complicated; synthesise and simplify
Include an introductory paragraph before branching into the sub-sections (see [Provide more detail] tags)
Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings
Two use of embedded in-text interwiki links to Wikipedia articles.
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); adjust image sizes and add APA style captions; don't upload images which violate copyright owner permissions
Promising use of table(s)
Excellent use of feature box(es)
Reasonably good use of case studies or examples
Basic use of quiz(zes) and/or reflection question(s)
The quiz questions could be improved by being more focused on the key points and/or take-home messages
The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end
Basic use of interwiki links in the "See also" section
Move external links to the external links section
Also include links to related book chapters
Also include links to related Wikipedia articles
Use alphabetical order
Basic use of external links in the "External links" section
The audience is international; Australians are only .3% of world population; internalise the external resources