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User talk:Mandy gal1304

 Hello Mandy gal1304, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. Jtneill - Talk - c 23:44, 31 August 2010 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 23:44, 31 August 2010 (UTC)

title: User talk:Mandy gal1304


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User:I-20

the highway

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: User:I-20


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User:Egm6321.f10.team2.oztekin

Homework 1 Due:sept 15
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title: User:Egm6321.f10.team2.oztekin


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User:Tink22

About Me
Hello my name is Mara and I'm a student studying the subject Motivation and Emotion. As a requiremnt for this course I'm required to document my learnings throughout the sememster in an E-Portfolio blog on Wikiversity. I invite you to read through my weekly blogs to gain a brief overview on this subject.

Motivation

 * The drive and energy that urges an individual towards a particular goal through behavior.
 * Our textbook describes 'to be motivated' means to be moved into action.
 * The relationship between motivation and behavior or action occurs either by internal motives or environmental incentives (Reeve, 2009).

 * Sources Involuntary vs Voluntary behavior- Involuntary is explained as when a response follows the stimulus immediately. Voluntary behavior however, is when the response occurs immediately after or in delay. Energy for behavior is another source which suggest to act, think and behave implies that a person has energy to do so. Either environmental or internal stimuli can release an individuals energy (Coon & Mitterer, 2008).

Important themes which I found interesting in motivation

 * 1) Motives affect behavior by directing particular attention
 * 2) Motivation includes both an approach and an avoidance; approach describes the pull of a particular motivation and avoidance is described as having the push away tendencies.
 * 3) Motivation study can reveal the context of human nature and studies can be done either experimentally or in a natural setting. Deckers, (2005) describes experimental study as the manipulation of motivational variables to determine its effects on any behaviors. However, there are some things that are unethical to study in an experimental condition (like depriving someone of food)and that's when research in a natural setting is more useful/ethical-the existing motivational variable occur naturally.
 * 4) Motivation needs supportive conditions to thrive (Reeve, 2009).

Brief history of motivation
The lecture and text explains the aspects of will, instinct and drive as the initial perspectives of Motivation and there are many theorists in which have contributed to its theories. This section highlights a few theorists in which shaped how we view the concepts of motivation.

 * Ancient philosopher Aristotle (384-322 B.C) described four different types of causes as being efficient(triggers of behavior), final (aim of motivated behavior), formal (integration of the theory of motivation into models, hypothesis and diagrams) and material (physiological reasons) and if we assume that motivation involves causing change or inducing behavior then it would be noted that Aristotle was the first theorist in the study of motivation (Reeve, 2009).

 * Hedonism is a principle of motivation which was studied by Greek philosophers nearly 2,400 years ago and is defined as the pursuit of pleasure and avoidance of pain (which describe the current notion of the push and pull theory of motivation.) (Deckers, 2006)

 * Sigmund Freud wrote about hedonism, instincts and unconscious motivation:
 * -Instincts: is the internal stimulus that induces a specific pattern of behavior in species.
 * -Unconscious Motivation: explains the role of awareness. It is the motives which have entered the conscious state from the unconscious pleasures and thoughts (Coon & Mitterer, 2008).

 * Charles Darwin played a huge part in the linking of evolution and motivation. In his study of mammals he defined the theory of selection, which describes how certain traits are selected for the environment and are aids in survival. In an example Deckers, (2005) describes that cheetahs need to be fast in obtaining their food and this motivation for food has enabled the cheetah to adapt the trait of high speed in the pursuit to satisfy their need of hunger.

 * Drive concept Woodworth in 1918 described a drive as being what has induced a person to do something and a mechanism as referring to how we do something.
 * The concept of drive(Woodworth, 1918) along with needs(Murray, 1938) and instincts(McDougall, 1908) all refer to motivation as energy waiting to be released (Reeve, 2009).
 * Warden (1931)- Incentive drive link- Motivation involves both internal and environmental factors and this concept refers to drives and incentives as matching up to produce a motivation.

 * Field theory- according to Lewin (1936) human action takes place within a human's life space (meaning their internal and external environment.) Psychological force= Valence of a goal/ Psychological distance between the goal and person.

(Reeve, 2009)

The Brain in Motivation
In week three we covered the the brain and physiological needs in relation to motivational behavior.

The Brain is typically divided into three parts
 * The Thinking Brain - what it is doing
 * The Motivated Brain - whether you want to do it
 * The Emotional Brain - what your mood is while doing it (Coon & Mitterer, 2008).

This table is derived from Reeve, (2009) and shows which section of the brain represents a particular function of a motivational or emotional stimulus.

The brains responses are activated via a number of neurotransmitters, which send signals to various parts of the brain and activate certain responses. These responses are carried along what is known as the neurotransmitter pathway via a cluster of neurons that communicate with one another. There are four main pathways of neurotransmitters, these are:(Reeve, 2009)

 * Dopamine
 * Serotonin
 * Norepinephrine
 * Endorphin

This was my first tutorial for this subject and as an icebreaker the class started by arranging the participants in a series of different groupings. This activity aimed to introduce the participants to each other and also to the tutor, I found this activity very refreshing compared to the normal icebreakers in tutorials and it also enabled to make some friends within my tutorial. The grouping topics are listed below:
 * 1) Thumb-size
 * 2) How long you've been at UC
 * 3) Favorite fast food
 * 4) Who you voted for
 * 5) How you've been feeling (emotionally) today

The theory component of this class focused on the definition of emotion and motivation:

My own definition of motivation: The drive and energy that pushes an individual towards a particular goal My own definition of emotion: Onset of feeling which are influenced by mood, however i preferred the text book definition which described emotion as the Psychological and Physiological state that influences feeling, thought and behaviors.

Class definitions of motivation included: The drive and energy that urges/pushes an individual towards a particular goal through behaviour.Gives energy to direct behaviour.Processes that give behaviour direction and energy. Energy and direction to behave in a goal-directed way. Energy to direct or focus on a task, eliciting a behaviour.

Class definitions of Emotion included: The feelings an individual experiences in response to cognition's, thoughts, physiological influences and external stimuli. Feelings that affect a person's behaviour; emotions are intense and short. Cognitive thoughts and feelings that are descriptive in nature. Psychological and physiological state that influences thoughts, feelings and behaviours. The chemical reactions within our bodies that are reflected through our behaviors and feelings.

The most important aspect of this tutorial for me was learning about the tools and requirements for my textbook chapter. The wiki cheat was fully explained and I grasped the idea of how to create headings. A structure was also discussed with the class suggesting the main components that should be included in your chapter, some of these points include; Core theories, learning features, relevant research, links to more resources, quizzes and summaries of the main points.

The next tutorial will based on the theory of Needs and Motivation.

Personal Reflection One
In attending the first lecture and tutorial for this subject I would have to say that I'm extremely overwhelmed with the assessment items. I have never created a website, blog or video presentation before and I'm really stressed. I have never had an interest in in studying IT before and I can't believe I'm saying this but I miss the essay/exam assessments. In saying this I'm still really excited about learning the content of this subject and I have found the theories and concepts thus far quite interesting. The way i will be writing my E-Portfolio is in two week blocks after I have attended my scheduled tutorial for that week. There will be three sub sections to each portfolio containing a theory section (which will mainly focus on the tutorial topics of Intro to motivation, needs, self and goals, emotion, Personality and psychological growth), my personal reflection and goals for the subject and finally a section on how my assessment items are coming along. My goals for the next two weeks is to master how to use Wikiversity and start to feel confident in the textbook chapter assessment. I will also like to have a draft mapped out to take along to the next tutorial in week 5.

Assessment Work
Textbook Chapter

 * The topic I have chosen is emotions and facial expressions. Immediately after choosing this subject I wanted to focus on facial expressions in child development and I'm currently seeing if i can obtain enough information to focus solely on that particular subgroup of facial expressions.
 * I'm also trying to find time to have a meeting with my lecturer, James, so he can teach me the ins and outs of creating a web page....ahhhh so scary :D
 * Wikiversity navigation this fortnight has all been about creating my password and user name, reading some of my classmates very insightful blogs and studying the wiki cheat sheet.

Introduction to Needs
(Derived from Decker, 2005)

 * Needs are essential for an individual to lead a healthy life, in growth and in development. A neglect of not satisfying ones needs can result in physiological and psychological damage (Reeve, 2009).
 * Thus, to avoid damage, motivation serves as the force behind our actions designed to fulfill these needs
 * Needs can be categorized as physiological, psychological and social in nature (Reeve, 2009). Psychological needs refer to inherent characteristics of humans, like their mental awareness (when you think about how well you did in an essay or exam). Physiological needs also explain that needs are inherent, and these needs represent the biological desires(waking in up in the morning requires the need of hunger as your body has just gone 8 hours without food and needs fuel for the day)(Coon & Mitterer, 2008). While psychological and physiological needs are inherent, social needs are influenced by an individuals unique environment and a craving towards it (wanting to catch up with friends)

Physiological Needs

These needs are described as the basic human needs for survival and if these requirements are not met the human body can simply not continue to function. The most basic of these physiological needs include breathing, food, water, sex, sleep, homeostasis, excretion (Coon & Mitterer, 2008).

 * Thirst: thirst is the consciously experienced motivational state that readies the person to perform behaviors necessary to replenish a water deficit.
 * Hunger: hunger and eating involve a complex regulatory system of both short-term and long-term regulation.
 * Sex: sexual motivation rises and falls in response to a host of factors, including hormones, external stimulation, external cues (facial metrics), cognitive scripts, sexual schema, and evolutionary process (Reeve, 2009).

Abraham Maslow (1970) constructed a hierarchy of needs which contained five levels of the basic needs. The five human motivational needs are arranged by ascending order of importance, with lower/first need likely to be acted upon primarily before the other needs are addressed. The five ascending needs are (1) physiological, (2) safety, (3) social, (4) esteem, and (5) self-actualization (This can be seen in Diagram One). Maslow purposed the notion that Once a need has been satisfied, the next level emerges as a motivator. Beyond these needs, higher levels of needs can exist and these include needs for understanding, aesthetic appreciation and purely spiritual needs (Reeve, 2009).

Psychological and Social needs
The Lecture describes psychological needs as an inherent source of motivation that generates the desire to interact with the environment. Psychological needs aim to enhance personal growth, social development and psychological well-being. Deckers, (2005) suggest that psychological needs are created through deprivation of a particular incentive and have a known underlying physiology. For this reason these needs are preexisting and remain unactivated until aroused by an appropriate stimulus.

The self determination theory describes three main components of psychological needs as being Autonomy, Competence and Relatedness:

 * 1) Autonomy the psychological need to experience self-direction and personal endorsement in the initiation and regulation of one’s behavior.
 * 2) Competence A psychological need to be effective in interactions with the environment. It seems that competence is something that we all desire and Reeve (2009) suggests that we desire competence within school, work, in relationships, and during recreation and sports.
 * 3) Relatedness Is essentially known as social belonging. It is a psychological need to establish close emotional bonds and attachments with other people. This is something we all want, and certainly something that I can relate to (Reeve, 2009).

Socials Needs is a acquired psychological process that grows out of an individuals socialization history, which activates emotional responses to a particular need incentive. According to the lecture there are four main examples of this including;

 * 1) Achievement- doing something well to show personal competence.
 * 2) Affiliation- opportunity to please others
 * 3) Intimacy- warmth and security of a relationship
 * 4) Power- having impact towards or over others.

 * The tutorial started with an in depth look into the definition of needs and one of the main points which was made throughout the class was that needs are innate in nature and aren't particularly learned human components.

 * Maslows hierarchy of needs was discussed next and it was interesting to hear that the model was never based on empirical research and that the system isn't really culturally constructed. In textbook and lecture notes about the model I understood that all the physiological states need to be accepted before continuing to the next tier, however this is not the case at all.
 * The tutorial then focused on labeling particular neural structures on a picture of the brain. My partner and I struggled in identifying some of the features especially the septal area (curvy bit at the top, which is the pleasure center of the brain.)

Dopamine: Generates good feelings associated with reward. Dopamine is released when anticipating future pleasant events, release decreases when events unfold worse than they were expected to, release continues if things go well and finally the release increases when things go better than expected. Serotonin: Influences mood and emotion Norepinephrine: Regulates arousal and alertness Endorphin: Inhibits pain, anxiety and fear by generating good feelings to counter these negative feelings (Reeve, 2009, p. 63)
 * The motivational role for the key Neurotransmitters were also identified:

 * The role of the Physiological, Psychological and social needs were briefly mentioned and when addressing the social needs I came across some definitions I haven't read. Quasi-needs is defined as the more short-lived needs which include situational induced wants, such as an immediate need for money, a need for self- esteem when rejected, or a need for an umbrella when it rains. Another interesting point made when discussing social needs is that the need is considered to be socially created (trained through family and culture).

Assessment work
These two weeks have been very productive for me in working on my textbook chapter. Most of my time has gone into reading many journal articles and textbooks on emotion and facial expressions and with much considerations have decided on main points in which I will focus. There will be three main components in my chapter consisting of a history, theories & hypothesis and also main types of expressions section. I'm also currently researching another section idea of facial expressions and disabilities.

At the beginning of week four the navigation through the wikiversity website is still something I'm finding extremely challenging but after watching a few instructional videos and reading many 'how to' links on the site I'm slowly realizing the processes.

Intrinsic & Extrinsic Motivation
Intrinsic motivation describes the inherent desire to engage one interests and to exercise and develop ones capabilities, For an example "I am doing this because I find it enjoyable!". The desires are formed with no apparent external influence, however they can be supported through the environment and/or relationships. There are many benefits of having high levels of intrinsic motivation and based of Reeve, (2009) the main advantages include persistence, an increased level of creativity, higher conceptual understanding and quality of learning and also increased well-being and optimal functioning.

Extrinsic motivation is an environmentally created reason to engage in an action or activity (example= "Do this so i can get a that"). An external regulation of a motivation is the result of specific benefits which include incentives (environmental events that attract or repel a person), consequences (are the positive reinforcers or negative punishments) and also rewards (an offering of achievement from the motivation.)(Reeve, 2009).

Please watch this youtube video which gives an overview of the difference between intrinsic and extrinsic motivation- [Youtube Video]

Goals and Goal Setting
Goal-setting and goal striving involve the planning, the setting of a goal, the strive towards that particular goal and finally the creation of a goal. Plans & discrepancy explains an individuals need create a goal and according to the lecture this is due to an unappreciated present state (persons current state) and need for the ideal state (how the person wishes life was going). There are two types of discrepancy in which create a sense of wanting to change and are labeled as 'reduction' and 'creation'. Reduction is based on detecting feedback that underlies plans and corrective motivation, whereas creation discrepancy is based on a system in which a person aims to look forward and sets a future higher goal (Reeve, 2009).

 * A goal is something a person is trying to accomplish or achieve, it is the incentive of an outcome required for an ideal state. (One of the main components of a goal is in performance. Setting a goal in performance either directs or energizes behavior which aims to enhance ones performance.) (Deckers, 2006)

 * The use of the tool of feedback in the setting and striving for a goal is the single most important predictor of achievement, however although the tool is powerful it can harmful if the feedback is negative (Coon & Mitterer, 2008).

Goal processes

 * 1) Goal acceptance: include the perceived difficulty, participation and extrinsic incentives of the goal.
 * 2) Goal choice: is based around the ability, self efficacy, past performance and incentive's of an individual.
 * 3) Long term or short term goals: describes the time frame of specific goals.

Personal Control Beliefs and the Idea of Self
In the next week of this course our lecture and readings focused on personal control beliefs, the self and its striving.

Motivation to exercise personal control describes the assumptions and understanding that people desire to have control over there environment so they can make more positive outcomes than negative ones. The prediction of an individual exercising personal control is based on their belief that they can influence results favorably. The strength of an individual's personal control is linked to their experiences on the achievement of personal control. There are two expectancies in which predict the likelihood of personal control and include efficacy and outcome expectancy. Efficacy expectancy describe ones ability in enacting there required or needed behaviour in order to cope effectively with a particular situation. Outcome expectancy on the other hand is the expectation that one's behavior will produce positive and prevent negative outcomes (Reeve, 2009).

Self-efficacy

According to Burger, (2008) Self efficacy is referred to ones belief and judgment that they can complete a specific task required. It predicts the motivational balance between wanting to try something and the doubtfulness and anxiety of not succeeding. The opposite of self-efficacy is self-doubt which effects an individuals effective thinking and decision making which can lead to anxiety and tension.

Sources of self efficacy:

- Enactive Mastery Experience or Personal Behaviour History: whether they have done it before.

- Vicarious Experience: watching someone else perform the same task before you do it (watching a classmate present a speech to the class with no adverse affects increases your self efficacy to complete the same task).

- Verbal Persuasion: Someone else convincing you that you can perform the task (Verbal encouragement).

- Physiological State: what state you are in can effect how confident you feel about performing a task.

Empowerment involves possessing the ability of actually completing a task, it is the knowing of what is to be done and the belief in finishing the task. Therefore the components of empowerment include skills, knowledge and self-efficacy.

Mastery Beliefs- the extent of perceived control an individual has over attaining desirable outcomes and preventing adverse ones from acquiring.

Ways of Coping

How an individual copes with a situation effects how much mastery they have over outcomes. Some ways are (according to the text and lecture notes):

- approach vs avoidance

- social vs solitary

- proactive vs reactive

- direct vs indirect

- control vs escape

- alloplatic vs autoplastic

- problem focused vs emotion focused

(Reeve, 2009)

Mastery VS Helplessness

This concept suggests that individuals can react to the failure of completing a task in different ways. In the textbook Reeve, (2009) it is noted that there are two main orientations in which reveal this: (Reeve, 2009)

- Mastery Motivational Orientation: this is having a hardy, resistant idea of the self and responding by remaining focused and still aiming for achievement even when their are difficulties and setbacks. They focus on how to overcome the problems that brought on failure.

- Helpless Motivational Orientation: this is having a fragile idea of self and responding to failure by giving up and acting like the situation is out of their control. They focus on why they are failing usually due to thinking they have low ability.

Reactant theory

This theory explains the psychological and behavioral attempt at reestablishing an eliminated freedom and highlights a few main concepts:

 * If an individual believes an outcome is uncontrollable this will arouse the reactant.

 * An individual will fight back and try to gain control over the outcome.

 * If after a number of attempts no control is gained then the individual will fall into a state of learned helplessness (Coon & Mitterer, 2008).

The Self

There are four main topics that need to be looked when discussing the motivational basis of the self and its striving, and these include:

- defining or creating the self: wonder who we are

- relating the self to society: wonder how we want to relate to others

- discovering and developing personal potential: explore what does and does not interest us

- managing or regulating the self: reflect on our capacities (Reeve, 2009).

 * Self Constructs

- Self-esteem: self-worth or self-value

- Self-efficacy: beliefs about one's ability to perform specific tasks

- Self-confidence: belief in one's personal worth and likelihood of succeeding

- Self-concept: nature and organization of beliefs about one's self

This tutorial focused more specifically on some applied aspects of motivation (rather than the previous tutorial which was more of a summary of lecture and reading content).

University Student Motivations: this section of the tutorial looked intrinsic and extrinsic motivations of why we are studying at university. The class mapped out the main underlying motivation for attending university with many reasons being:

- Career/Qualifications - for the degree, so I can get a better job etc. - Self-Exploration/Learning - for the learning, curiosity, knowledge-seeking etc. - Social Opportunities - to meet people, make and explore friendships, enjoy social environment - Altruism - to become better able to help people, help society, help the planet etc. - Social Pressure - expectations of family, friends, society etc

My main motivations for being at University are mainly for self exploration and learning. At this stage of my life i just love to learn new things :)

The idea of a functionalist perspective (Clary & Snyder) on motivation was also discussed within this tutorial. This perspective is something I have not been aware of previously. The perspective suggests that a good match between motivations and outcomes leads to satisfaction and retention, whereas a poor match between motivations and outcomes leads to low satisfaction and risk of drop-out of studies.

Learned optimism and Self constructs were also discussed in the tutorial however I was not able to stay for this section.

Personal Reflection
There was so much to learn these weeks and I struggled to keep up with this subject as I had mid semester exams going on during this time. One aspect i did find really interesting was self-efficacy; surprisingly up until this semester I understood the concept but didn't know what it was labeled. Further reading has enlightened this theory for me and through research I have found out that the theorist Bundura was the person who listed and described the four sources of self efficacy. There is a wide range studies that have been placed on the role of self efficacy on performance and specific tasks and I few that I find most interesting are listed in the links below.

Assessment Work
Not much assessment work has been done over the last two weeks as I will be doing my draft over the mid semester break. However, I have decided not to include a section of about Facial expressions and child development and also disabilities as I will be mentioning them throughout the theories section of my chapter in instead; Unfortunately I couldn't find enough research and theory to describe these two topics.

Theory (readings/lecture and tutorial work)
From all my readings I have completed over the last two weeks I would have to conclude that the nature emotion is one of the hardest topics in psychology to define. Its definition is very subjective and open to interpretations (just like our emotions are). In this section I will be answering the following question briefly; What is emotion? What are its causes? and how many emotions are there?

What is emotion
The word emotion includes a wide range of observable behaviors, expressed feelings, and changes in the body state. This diversity in intended meanings of the word emotion make it hard to study. For many of us emotions are very personal states, difficult to define or to identify except in the most obvious instances. Moreover, many aspects of emotion seem unconscious to us. Even simple emotional states appear to be much more complicated than states as hunger and thirst (Lewis, Haviland-Jones & Barrett, 2008).

 * Emotion is a feeling- that is private and subjective.
 * Emotion is a state of psychological arousal- expression or display of distinctive somatic and autonomic responses.
 * Emotions are actions- such as defending or attacking in response to a threat.

What Causes Emotion
The biological and cognitive perspective are both considered as potential causes of emotion. Izard (1989) & Ekman (1992) theorized that the biology lies at the the casual core of emotions and the cognitive perspective is considered an essential for emotion. Both cognitive and biological processes are influenced by a significant event which causes the onset of feelings, social expressiveness, bodily arousal and sense of purpose (Lewis, Haviland-Jones & Barrett, 2008).

How many Emotions are There?
There isn't an exact number in which tell us all the emotions but the biological and cognitive perspective emphasis the different types of emotions. The biological perspective emphasis only the six basic primary emotions (like fear and anger). Cognitive perspective however takes into consideration not only the primary emotions but also the secondary emotion (like confusion, desire and frustration)(Harre & Parrott, 1996). Personally I believe that we have six primary emotions and that all the other emotions stem and branch off from these primary feelings.

Emotions have a Social Function
The social functions of emotions list the importance of expressing these emotions in a social environment. These include:

 * 1) Communicate our feelings with others
 * 2) Influence how others react with us
 * 3) Invite social interaction
 * 4) Create, maintain and dissolve relationships (Harre & Parrott, 1996).

Aspects of Emotions
Three central aspects of emotion include biological, cognitive, and sociocultural aspects. Theories and ideas I found interesting this week includes James-Lange theory, Differential emotion theory and the facial feedback hypothesis. All these theories are apart of explaining the biological aspect of emotion:

James-Lange Theory- Suggests that the body acts uniquely to particular emotions which are all influenced by an environmental or emotional external stimulus. This theory is base for the biological aspect of emotion and all other theories seem to stem from this same concept.

Differential Emotion Theory
 * Unique feeling- Each emotion has its own unique subjective, phenomenological quality.
 * Unique expression- Each emotion has its own unique expression: see also
 * Unique motivation- Each emotion generates a distinctive motivational purpose

Facial Feedback Hypothesis- please see my textbook chapter:[Facial Feedback Hypothesis from my chapter].

Emotional Knowledge- An individuals emotional knowledge is the number of emotions a person can distinguish

Sociocultural Aspects include:
 * 1) Mimicry
 * 2) Feedback
 * 3) Emotional socialization
 * 4) Managing emotions (Harre & Parrott, 1996).

Assessment Work
Textbook Chapter: As of the 25/10 I have now completed a full handwritten draft of my textbook chapter and I'm currently editing it onto the wikiversity site. Coming into the final stages of my chapter I have been experimenting with searching for related pictures and have been practicing placing them onto to my wiki page. While I do believe I am now confident in the Wiki formatting I am unaware of how to make tables and diagrams (which i deem necessary as being included in my chapter to describes theories.) This will be my home work for the next few days and I will probably by meeting with James to see if he can make this process much more simpler for me.

Multimedia: Over the last weeks I have been reviewing the different ways which I could present my media assessment and I have decided to create slides using Microsoft PowerPoint and a voice recording using the program screenr. In deciding this I also had to open a twitter account and sign up to youtube as the presentation requires the video to be published in a public domain. A link will be placed from my wiki textbook chapter when the media presentation is due.

Theory (readings/lecture and tutorial work)
Learning over the past two weeks has been a bit of a re-hash of what I have previously learned throughout my studies in psychology. Therefore, my time this week has mainly gone into the completion of my textbook chapter and multimedia presentation. The theory review for this week will be a very basic overview of the main theories learned over these weeks.

Personality motivation

 * 1) Traits cause people to react differently to different situations
 * 2) Traits also cause people to approach and avoid different situations
 * 3) Traits determine how people react to situations, e.g., positively or negatively
 * 4) Traits determine the choice of situations and the altering of situations, e.g., approach, avoid, or modify situation (Reeve, 2009)

 * There are five main personality traits widely accepted in the literature and there include Neuroticism, Extroversion, Agreeableness, Conscientiousness and Openness (Reeve, 2009).

During my research this week I found the Wikipedia page to be very informative on 'The BIG five personality traits' here is a link to the site [Wikipedia-Five personality traits]

Psychodynamic Theory
The Psychodynamic perspective of motivation suggests that “motivation and behaviour emerge from biologically endowed and socially acquired impulses that determine our desires, thoughts, feelings and behaviours” (Reeve, 2009). The psychodynamic approach has emerged from the traditional Freudian Psychoanalytic theory and the dual-instinct theory. Freud’s Dual instinct theory states that are two instincts; the life instinct, and the death instinct. Freud suggested that whilst instinctual drives provide energy for behaviour the ego gives that energy direction.

The contemporary psychodynamic theory is based on four principles (Reeve, 2009);

 * 1) The Unconscious: Much of mental life (thoughts, feelings, and desires) is unconscious
 * 2) Psychodynamics: Mental processes operate in parallel to each other (people commonly want and fear the same thing simultaneously)
 * 3) Ego Development: Healthy development involves moving from an immature socially dependent personality to one that is more mature and interdependent with others
 * 4) Object Relations Theory: Mental representations of self and others form in childhood that guide the person’s later social motivations and relationships (Reeve, 2009) & (Deckers, 2006)

Unconscious motivation
Unconscious motivation plays a prominent role in Sigmund Freud's theories of human behavior. According to Freud and his followers, most human behavior is the result of desires, impulses, and memories that have been repressed into an unconscious state, yet still influence actions. Freud believed that the human mind consists of a tiny, conscious part that is available for direct observation and a much larger subconscious portion that plays an even more important role in determining behavior (Coon & Mitterer, 2008).

Read more: Unconscious Motivation - Freud, Human, Impulses, Plays, Feelings, and Atkinson http://psychology.jrank.org/pages/642/Unconscious-Motivation.html#ixzz15UuZQZKU

Subliminal stimuli are stimuli that are below the threshold for us to consciously notice them. These types of stimuli can have an emotional effect on us but do not necessarily motivate us to the extent that they change our behaviour (Reeve, 2009).

Assessment Work
Textbook: My Textbook chapter is now complete and can be viewed by clicking on this link [Textbook Chapter: Facial Expression]. I believe the chapter is an informative, extensive and entertaining source of information about facial expressions. Diagrams, pictures and tables are used throughout the webpage to better explain and support documented theories and facts. All diagrams and tables were made through Microsoft PowerPoint and then uploaded onto to Wikicommons under the creative commons license 3.0.

Multimedia: Over the last two weeks I have also completed my media presentation. The overview proved to be a struggle to keep within the time limit of 5 minutes, however after many practice recordings I believe I have produced a clear, well-designed and high quality video which highlights the main points of my webpage. Link: [Media Presentation]

Final Reflection
This concludes my study in the subject 'Motivation and Emotions'. I have enjoyed participating in this subject and after much hesitation I came to enjoy all the assessment items and I thank the unit convener for pulling me out of my comfort zone. I have submitted two items of assessment which I am very proud of and believe I have completed to the fullest of my potential. I would like to say that it is the theory of this subject that i have gained most knowledge of but I believe I have gotten more out of doing the assessment. These computer skills which I have learned, I will carry with me for the rest of my years studying. The most valuable lectures for me over the semester was learning about the nature of emotions and its aspects as these lectures related to my textbook chapter of facial expression. I also enjoyed learning about the physiology of the brain and the theory of self efficacy. These topics were also focused in two other subjects I was studying this semester and I found it very validating to have them explained in different ways.

Thank you for following my E-Portfolio! Tink22 signing off :)

title: User:Tink22


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User talk:Egm6321.f10.team2.oztekin

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User talk:Egm6321.f10.team3.franklin

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title: User talk:Egm6321.f10.team3.franklin


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User talk:Pezzonovante~enwikiversity

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Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

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Renamed
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title: User talk:Pezzonovante~enwikiversity


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User talk:Egm6321.f10.team3.cook

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User talk:Haymanw

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User talk:Egm6321.f10.team2.patterson

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title: User talk:Egm6321.f10.team2.patterson


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User:Leighblackall/Performance reviews

Self report of my work performance and development as a staff member relative to the University of Canberra Strategic Plan 2008-2012

I would welcome any constructive or supportive comment you might like to make in relation to my performance at UC. Please feel free to add comment in the discussion page of this wiki.

=Strategy 1 - Foundations=

 * 2011 Goals
 * 1) Coordinate a cross disciplinary unit on social media, and support or coordinate more units in Sport Management and Sport Media, on the model demonstrated in BPS2011
 * 2) Develop Adventure Studies tour for 2011
 * 3) Publish 3 papers toward my PhD-by-publication

To make more specific and measurable at the review meeting.
 * 2010 Goals
 * 1) Engage with the Faculty committee for Reconciliation Action
 * 2) Start documenting stories in the Faculty, and further develop the Faculty's distributed web presence, centralising on the official Faculty website
 * 3) Continue work on an individual basis with Faculty staff and their use of the Internet, developing a release agreement and doing initial work for them

unsatisfactory | borderline | satisfactory | significant | outstanding
 * Overall rating for 2011

unsatisfactory | borderline | satisfactory | significant | outstanding
 * Overall rating for 2010

Step 1: Respect for Australia's traditional owners
Ensure that respect for Australia's traditional owners and concern for their current circumstances influences our plans and actions.

Performance expectation: Provide evidence that indigenous issues & perspectives are included in academic and administrative work as appropriate.

2011 Response

 * 1) Made proposals for Ngunnawal role in a submission to the Intellectual Property Policy Review
 * 2) Invited Wendy Brady to comment on the submission

2010 Response

 * 1) Initiated introductory meeting between Sport Studies and the new director of Ngunnawal, Wendy Brady
 * 2) Volunteered to help the Reconciliation Action Plan committee
 * 3) Invited Wendy Brady to welcome and speak on Indigenous perspectives on notions of copyright and intellectual property at the UC-IP mini conference
 * 4) Engaged a Ngunnawal graphic designer for concept work on the UCNISS logo

Step 3: Quality improvement cycle
Implement a Quality Cycle and Framework to assure and improve continuously the quality of what we do.

Performance expectation: Provide evidence of continuous improvement based on data and reflection.

2011 Response

 * 1) Open academic practice, such as maintain work notes to a professional blog, gathering feedback, comments and suggestions for improvement and refection from both within and outside the University; conducting research work as openly and transparently as possible, such as my Wikiversity profile, seeking feedback, comments and suggestions for improvement and refection from both within and outside the University; teaching openly and transparently, using the regular internet, in a curatorial and invitational mode, collecting continuous feedback with direct action taken on that feedback, such as in BPS2011

2010 Response

 * 1) Maintain work notes to a professional blog, gathering feedback, comments and suggestions for improvement and refection from both within and outside the University
 * 2) Conduct as much work as possible openly and transparently, seeking feedback, comments and suggestions for improvement and refection from both within and outside the University
 * 3) Experimenting in an open PhD project, documenting progress as it happens, obtaining feedback, comments and suggestions for improvement and refection from both within and outside the University, from official supervisors and others

Step 6: Service-oriented culture
Encourage a service-oriented culture designed to meet the needs of our students and other stakeholders.

Performance expectation:

 * Provide evidence of innovations which improve service to students.
 * Provide evidence of administrative contributions to the academic organisational unit or the University.

2011 Response

 * 1) Coordinated BPS2011 with exceptional feedback offered.
 * 2) Made a submission to the Intellectual Property Policy review, and presented it to Knowledge Commercialisation Australasia on behalf of University of Canberra.
 * 3) Initiated and managed a partnership with Thompson Rivers University, to develop Adventure Studies at UC, and Sport Science Studies at TRU.

2010 Response

 * 1) Assisted Robin McConnell to develop skills and understanding on how the Internet can be used to offer flexibility and networks to people studying his Units. Robin has a Youtube channel, a Slideshare account, a Wikiversity user page, and uses them in combination to create a strong online presence for the units he teaches - such as Sport Sponsorship and Media. Robin aims to continue developing into 2011.
 * 2) Worked with James Neill in hosting a mini conference on Intellectual Property, resulting in our writing and proposing an IP Policy for UC. The objective is to promote and support work that improves equity in access to teaching and research activities at UC.
 * 3) Investigated revenue and expenses at UC, and developed a calculator (currently under review) that can calculate income and outgoings at the Unit of study. The objective is to create a very simple tool to help teaching staff better understand the financial workings of their teaching, and to proposed administration practices that are more learner centred (the Unit), and teaching practices that are research lead (where research is included in the costings of the Unit).

Step 12: Domestic and international marketing
Improve our domestic and international marketing capacity and impact.

Performance expectation: Provide evidence of activities that have promoted the university externally.

2011 Response

 * 1) Initiated and pre managed the partnership with Thompson Rivers University
 * 2) Continued work with staff to develop competence and confidence in using popular social media in their teaching and research work, with a view to enhancing both our domestic and international web presence

2010 Response

 * 1) Work with teaching staff to develop competence and confidence in using popular social media in their teaching and research work, thus making their work more accessible to people considering study at UC. Examples include: UCNISS on Wikiversity, on Youtube, on Blogger, on Facebook, on Flickr, on Slideshare, on Twitter. My goal is to assist the development of more units in using social media this way, and getting our teaching and research work out in these popular arenas. For example Sport Sponsorship and Media.
 * 2) Proposed The Role of Marketing in Educational Development to Marketing and Senior Management. That proposal aims to see Marketing reources be put to producing quality educational media for those teachers who are prepared to use popular social media for open academic practices. Work includes a return on investment analysis, an over all vision (in progress), and a production schedule (in progress).
 * 3) Researching the impact that the use of popular social media for open academic practices has on marketing and other objectives for higher education institutions. This work has resulted in a book, Open Education: A User Guide for Organisations.

=Strategy 2 - Student enrollment=

unsatisfactory | borderline | satisfactory | significant | outstanding
 * Overall rating for 2011

unsatisfactory | borderline | satisfactory | significant | outstanding
 * Overall rating for 2010

 * 2011 Goals
 * 1) To develop and coordinate at least 2 units along the lines of the BPS model
 * 2) Develop a vision document for Open UC as requested by the PVC Education

 * 2010 Goals
 * 1) To confirm an educational development project using Marketing resources, and develop at least 2 units in the Faculty of Health
 * 2) Develop a vision document for Open UC as requested by the PVC Education
 * 3) Deliver Open UC talk at Knowledge Commercialisation Australasia annual conference

Step 14: Student equity and access
Develop and implement an ambitious student equity and access agenda.

Performance expectation: Provide evidence of appropriate inclusion of equity and access issues.

2011 response

 * 1) Continued work on writing and proposing an IP Policy for UC. One of the key objectives being to improve access to learning and education, and equity and diverse perspective on research activities at UC.
 * 2) Coordinated the BPS2011 unit, with access and equity as key drivers

2010 Response

 * 1) Worked with James Neill in hosting a mini conference on Intellectual Property, resulting in our writing and proposing an IP Policy for UC. The objective is to promote and support work that improves equity in access to teaching and research activities at UC.
 * 2) Provide critical perspectives to UC on the use of technology and its impacts on access and equity, such as in the ICTS Academic Group, Moodle Snippets, and through informal communication channels such as Blogs and Twitter.
 * 3) Promote and support staff development of skills, appreciation and capacity for open academic practices so as to improve equity in access to teaching and research outputs, to develop improved learning opportunities through online networks, and to offer study flexibility through the use of the Internet. Examples include:
 * Presenting Popular Media in Teaching and Research to the Faculty of Health
 * IP Policy proposal
 * RCC Wiki unconference
 * Open Academia workshops with James Neill
 * initiating developmental discussions with UC senior management resulting in an invitation to present.

Step 15: Provide a great student experience
Provide a great student experience, appropriate to the age, stage, background and circumstances of a diverse student population.

Performance expectation: Provide evidence of innovations and contribution to the student experience.

2011 response

 * 1) Coordinated the BPS2011 unit, with innovative use of the web, challenging but engaging and relevant assignments, drawing in a teaching model entirely new to the UC setting, and one that is drawing very positive feedback. See these notes.

2010 Response

 * 1) Assist staff in Sport Studies develop their use of video online Examples include Robin McConnell's mini lectures and interviews on Youtube; The UCNISS Youtube channel where guest speaker recordings are listed; and longer videos listed on the UCNISS website.
 * 2) Assist staff in Sport Studies develop online presence, and skills for using social media for finding and reusing educational content, such as using Wiki Media Foundation projects; understanding copyright that enables reuse; and understanding distributed content as in the UCNISS.net website
 * 3) Support staff teaching the Winter Term by applying for a Hothouse grant to purchase equipment and document the US and Australian study tours on the Study Tours website.

Step 18: Educational technology and work-based learning opportunities
Make the best use of educational technologies and work-based learning opportunities.

Performance expectation: Demonstrate the adoption of appropriate use of educational technologies.

Response:
 * 1) Work with teaching staff to develop competence and confidence in using popular social media in their teaching and research work, thus making their work more accessible to people considering study at UC. Examples include: UCNISS on Wikiversity, on Youtube, on Blogger, on Facebook, on Flickr, on Slideshare, on Twitter. My goal is to assist the development of more units in using social media this way, and getting our teaching and research work out in these popular arenas. For example Sport Sponsorship and Media.
 * 2) Researching the impact that the use of popular social media for open academic practices has on education and research. This work has resulted in a book, Open Education: A User Guide for Organisations.
 * 3) Organised the UC RCC event, aimed at connecting UC Staff with Wiki practitioners, and discussing the educatonal uses of wikis. Positive feedback from the event, leading to requests to conduct introductory workshops on how to author in Media Wikis.

Step 19: Relationships with other colleges and institutes
Strengthen our relationships with Senior Secondary Colleges and Institutes of Technical and Further Education to promote entry into and articulation with the University's courses.

Performance expectation: Provide evidence of effective outreach and collaboration.

Response:
 * 1) Staff from CIT attended the UC RCC event resulting in discussions on collaboration in educational development.
 * 2) Worked with CIT and UC College staff in the preparation of an AFLF Innovations grant 2009. Work continues in 2010.
 * 3) Worked with the Office of Development, consulting on outreach projects to regional communities interested in using Sport Studies in schools and youth programs

Step 22: Student recruitment
Improve strategies and practices for recruiting domestic and international students.

Performance expectation: Show evidence of assistance with student recruitment.

Response:
 * 1) Lobbying the Marketing Division to support the development of open academic practices for increasing access to study materials by potential students.
 * 2) Support Health staff in the development of the Faculty of Health webpages on the UC Website.
 * 3) Engaging the University of Canberra Union Media Production Society on the production of videos that document educational development work, such as the Wiki Conference 2010.

=Strategy 3 - Teaching quality=

 * Goals for 2011
 * 1) Coordinate a cross disciplinary unit in social media, using the BPS model
 * 2) Coordinate Sport Management and Sport Media units, using the BPS model
 * 3) Consult out to the community on these unit topics, and relate that work as content in the units

 * Goals for 2010
 * 1) Write a plan for formally teaching a module on the Social Media and the Internet related to Health teaching, work and research.
 * 2) Write a plan for informally teaching Social Media and the Internet related to Health teaching, work and research, that actually uses social media and the methods described. Include revenue model.
 * 3) Develop one or both of the above plans and offer to students in the Faculty.
 * 4) Continue informal professional devbelop work for UC, such as workshops for the Research Office, extending it to community learning services, and including support teaching to the Faculty, documenting it for recognition in this Performance Review process.

unsatisfactory | borderline | satisfactory | significant | outstanding
 * Rating for 2011

unsatisfactory | borderline | satisfactory | significant | outstanding | Not applicable (No teaching responsibilities in 2009/2010)
 * Rating for 2010

Step 24: Overall course satisfaction
Improve students' overall satisfaction with the experience of their course, as measured in the Course Experience Questionnaire.

Performance expectation: Provide evidence that students are satisfied overall with the units you teach. University Percentage Target 72

2011 Response

 * 1) Unable to provide official data, but feedback being openly offered by students of BPS2011 show significant satisfaction in the unit ratings to come

Step 25: Student satisfaction with teaching
Improve students' satisfaction with our teaching, as measured in the Course Experience Questionnaire.

Performance expectation: Provide evidence that students are satisfied with the staff member's teaching. University Percentage Target 60

2011 Response

 * 1) Unable to provide official data, but feedback being openly offered by students of BPS2011 show significant satisfaction in the teaching methods to come

Step 26: Students' satisfaction with generic skill development
Improve students' satisfaction with the way we help them develop generic skills, as measured in the Course Experience Questionnaire.

Performance expectation: Provide evidence of student satisfaction with the assistance the staff member provided to help develop their generic skills.

2011 Response

 * 1) Unable to provide official data, but feedback being openly offered by students of BPS2011 show significant satisfaction in the support for developing generic skills are to come

=Strategy 4 - Research performance=
 * 2011 Goals
 * 1) Publish 3 papers as publications toward the PhD
 * 2) Openly document all research work
 * 3) Continue supporting Faculty of Health staff in developing funded research projects that draw on my skills and knowledge

 * 2010 Goals
 * 1) Enroll in the University of Canberra's PhD program and continue my PhD work formally
 * 2) Formally propose Open Academic Practices that can be valued and recognised in the University
 * 3) Continue supporting Faculty of Health staff in developing funded research projects that draw on my knowledge

Overall rating for Strategy 4
unsatisfactory | borderline | satisfactory | significant | outstanding

Step 28: HDR research training and development
Provide research training places and post-doctoral fellowships to increase our research output and develop the next generation of potential academic staff members.

Performance expectation: Supervised at least 1 Masters or PhD research student in each of the past 3 years.

2011 Response

 * 1) Supervising Laura Hale's PhD with Sport Studies.

2010 Response

 * 1) Supervising Laura Hale's PhD with Sport Studies.

Step 29: High quality and high impact research
Devise a workload model which ensures that all academic staff members engage in high quality and high impact research but which also frees up the time of our most successful researchers.

Performance expectation: 2 ERA quality DIISR points individually or joint publications in the 3 years being reviewed.

2011 Response

 * 1) Collaborating with researchers at the University of Wollongong, on a paper about open and networked teaching and assessment work for journalism studies
 * 2) Collaborating with an historian at the University of Queensland, to write and publish a history of Australian Paralympics
 * 3) Collaborating with health researchers at the University of Canberra, reviewing ERA's influence on academic practice, and open access knowledge in Australia

2010 Response

 * 1) Initiated and collaborating in the review of ERA listed journals for Open Academic practices in the Sector of Health. Working with Jamie Ranse (Nursing), James Neill (Psychology), Ben Rattray (Sport) and Sarah Stewart (Midwifery)
 * 2) Commissioned to write the book Open Education: A User Guide for Organisations
 * 3) Working on my own PhD in a self publishing Open PhD model

Step 30: Research degree qualifications
Increase the research degree qualifications of academic staff.

Performance expectation: PhD in relevant area of teaching/research. If progressing towards a PhD, a credible plan needs to be presented.

2011 Response

 * 1) Openly documenting all research work, and progressing my PhD by publication

2010 Response

 * 1) Conducting and documenting my own PhD with notes on my blog, annotated bibliography on my social bookmarks, and full plan developed on my Wiki.

Step 31: Strengthen the University's research culture
Strengthen the University's research culture, through mentoring, staff development and appropriate standards in the selection, confirmation, promotion and time-release of academic staff.

Performance expectation: Applied for 1 or more research grants (int or ext) in a team in the last 3 years.

2011 Response

 * 1) Won the contract to research and develop historical information for Australian Paralympics
 * 2) Won the contract to research and develop video instruction for Orienteering Australia
 * 3) Applying ACT Health Community Funding Round 2011-2012
 * 4) Applying to ARC Linkages in 2012

2010 Response

 * 1) Applied for an AFLF Innovations grant - Using the popular Internet in teaching and learning
 * 2) Applied to ACT Health Community Funding round 2010-2011 - ACTivate
 * 3) Other research projects proposed to the Sport Studies team listed here

Step 32: Research income
Increase the University's research income, and ensure that an appropriate amount of the extra revenue which this generates is returned for the benefit of successful researchers' work.

Performance expectation: Award of reported external research income over 3 years.

2011 Response

 * 1) Won the contract to research and develop historical information for Australian Paralympics
 * 2) Won the contract to research and develop video instruction for Orienteering Australia

Step 33: Research excellence contribution
Develop the Institute for Applied Ecology and the National Centre for Social and Economic Modelling into world-class, cross-faculty research entities by 2012, and create at least three further national-best, cross-faculty research groupings.

Performance expectation: Contributes to developing area of research excellence.

2011 Response

 * 1) Demonstrating open academic practice, and explaining the benefits and challenges at various UC research forums

2010 Response

 * 1) Submission made to the Faculty Research Officer, for the Faculty's submission to the UC Research Strategy Review.

=Strategy 5 - Community engagement=

 * Goals for 2011
 * 1) Succeed in establishing a Policy at UC that promotes engagement in open academic communities of practice (such as the IP Policy proposal)
 * 2) Continue work in establishing a culture of recognition and a system of incentives and rewards for staff engaging with open academic communities of practice
 * 3) Host the third RCC unconference in January 2012
 * 4) Develop and support a Wikipedia and Wikimedia Commons volunteer community around Australian Paralympics

 * Goals for 2010
 * 1) Succeed in establishing a Policy at UC that promotes engagement in open academic communities of practice (such as the IP Policy proposal)
 * 2) Begin work in establishing a culture of recognition and a system of incentives and rewards for staff engaging with open academic communities of practice
 * 3) Engage with the Workload Committee in the Faculty of Health for developing systems of managing workload that enables and rewards community engagement, focusing on engagement through open academic practices that promote teaching and research as well

unsatisfactory | borderline | satisfactory | significant | outstanding
 * Rating for 2011

unsatisfactory | borderline | satisfactory | significant | outstanding
 * Rating for 2010

Step 34: Internationalisation
Internationalise our curriculum, culture, relationships and outlook.

Performance expectation: Show how appropriate international perspectives and content have been included in research.

2011 Response

 * 1) Open PhD work gains regular international feedback
 * 2) An existing research project collaborates with a researcher based in New Zealand
 * 3) Work on Wikiversity, and Open Academic Practices generally, engage with people based around the world

2010 Response

 * 1) My own PhD supervisors are international
 * 2) An existing research project collaborates with a researcher based in New Zealand
 * 3) Work on Wikiversity, and Open Academic Practices generally, engage with people based around the world

Step 37: Relations with external community
Develop strategies in an Engagement Plan to strengthen our relations with alumni, government, the public sector, business and industry, and the cultural, sporting and social welfare communities.

Performance expectation: Provide evidence of effective links with relevant industry, government or other professional bodies. Show how active engagement with the relevant profession benefits teaching and the syllabus.*

2011 Response

 * 1) Engagement with the Wikiversity community has ensured ongoing support, and direct services from individual volunteers, in assisting students of BPS (such as copyright checks), and supporting assessment procedures (such as the development of a peer review template)
 * 2) Engagement with Wikimedia Australia is helping to establish our work in the range of Australian projects that are cited by Wikimedia Australia to its stakeholders. Examples include the Paralympics project, the UCNISS portal on Wikiversity, and the several units developed on Wikiversity with BPS being most notable.

2010 Response

 * 1) Have established relations with Creative Commons Australia (CC Au) and Open Access to Knowledge (OAK), based at Queensland University of Technology, through work on the proposed IP Policy for UC. These relations help to strengthen our proposal for an IP Policy that will increase equity in access to teaching and research - also leading to a more supported effort to improve staff engagement with social media for open academic practices.
 * 2) Am a Custodian in the Wikiversity project, seeking working relations and understanding with the community for supporting the University of Canberra and UCNISS in using Wikiversity as a platform for open academic practices.
 * 3) Organised the UC RCC event, aimed at connecting UC Staff with Wiki practitioners, and discussing the educational uses of wikis. Positive feedback from the event, leading to requests to conduct introductory workshops on how to author in Media Wikis.

Step 38: Collaboration with ANU, ACU, ADFA, and CIT
Encourage collaboration in teaching and research with the Australian National University, the Australian Catholic University, the Australian Defence Force Academy and the Canberra Institute of Technology.

Performance expectation: Show evidence of collaboration with one or more of these institutions.

2011 Response

 * 1) Initiated a meeting and dialog with CIT Solutions, to advise the PVC Education's committee about their work in increasing access, choice and flexibility. CIT Solutions explained their long running Adult and Community Education project, and discussed how it may be a model for the PVC Education's considerations

2010 Response

 * 1) Staff from CIT attended the UC RCC event resulting in discussions on collaboration in educational development.
 * 2) Worked with CIT and UC College staff in the preparation of an AFLF Innovations grant 2009. Work continues in 2010.
 * 3) Participated in Gaggle, BarCamp, ACT Innovate, and other networking type events

title: User:Leighblackall/Performance reviews


text:
User talk:Leighblackall/Performance reviews

Please feel free to leave any criticism, praise or suggestion that will assist me to report and improve my performance and professional development at UC.

To see my submission to the Performance review, click Performance review.

=Feedback from 2011=

David Blackall

 * Leigh,

 * Now at the close of two sessions of intensive student assignments being posted on Wikinews, except for the marking, I wanted to write and thank you for the original idea and for your work in advising me and my students throughout this year.

 * I had never heard of Wikinews, much less knowing how it works, but now I am convinced about the superiority of the platform as a way in which journalism students can publish stories that are strictly neutral, multi-sourced and peer reviewed. As the unidentified 'student materials' arrive in the public sphere, published on Wikinews, the students are elated and so are motivated to write more news, even featured articles, and so it is a wonderful networked site for learning news writing. To my delight, as teacher, I have observed this throughout the year. From this process and your original motivating me to take this path, I envisage applying for funds to undertake a feasibility study where we would gauge the effect my students' stories had on Wikinews as a site. Throughout this year the two groups of new writers anonymously and significantly increased the story publishing rate on Wikinews. Though, it has to be noted, my two groups of 50 or so students each session, put a fair bit of pressure on the Wiki-reviewers.

 * I am convinced that now we have a research focus to examine the possibility of shaping this for more student work and the possibility for educational research in the context of an ARC Linkage, or similar avenue for the research and development so that universities generally, use Wikinews to teach journalism. We should also now explore possible funding partners for a Linkage.

 * Best regards and thanks again.

 * Dr David Blackall. Senior lecturer & filmmaker, Faculty of Creative Arts, University of Wollongong

Bronwyn Hegarty
The following was written in July 2011, on my Linkedin profile:

 * Leigh is a dynamic and articulate forward thinker who has very original and innovative ideas and knowledge, particularly in the areas of: social networked learning and teaching; digital information literacy, educational design and development and open education practices. He is also very skilled at communicating his ideas to influence change - both at the coal face (practical teaching and curriculum design) and also at leadership level where his persistence led to a significant change in the strategic direction of the organisation. Leigh has had a significant impact on the educational approaches used at Otago Polytechnic. He is also very influential globally via his professional blog and the education networks in which he is actively engaged. Leigh also publishes widely, and his views and philosophical discussions about education are actively sought after and cited.

Bronwyn Hegarty. Educational Developer, Otago Polytechnic

Keith Lyons
The following was written in July 2011, on my Linkedin profile:

 * I am delighted to write this recommendation for Leigh. We have worked together for two years at the University of Canberra but my links with him go back a decade. I believe he has made an immense contribution to the theory and practice of open access. His work is constantly invigorating ... and constantly challenging. He has been a vital guide in my thinking and practice. What a colleague to have!

Keith Lyons, Professor of Sport Studies, the University of Canberra

Laura Hale

 * Leigh is one of my dissertation supervisors. He also serves as one of my primary supervisors for my work on the the History of Paralympic Movement in Australia project. Beyond that, we have collaborated on hosting two/three wiki conferences at the University of Canberra. We often disagree on a great many things, but our disagreements are generally healthy because we can still get things accomplished. When we do not agree, I often still come away with some new thought that helps me to improve my own work. We managed to host two RecentChangesCamps at the University of Canberra largely as a result of Leigh's efforts in securing a venue and helping with finding sponsorship.  He interfaced with Wikimedia Australia in a push to get the Paralympic tender.  He has lobbied others to push for goals that I feel are important. He follows up on issues after I've sometimes forgotten them in areas that are of critical importance to a project's success. Leigh gets work accomplished. --LauraHale 00:50, 7 November 2011 (UTC)

Students
The following feedback was left by students of BPS2011, on the discussion page of the unit's wiki

 * I really enjoyed the unit, both Leigh and Keith have been some of the best lecturers i've had in the 4 years that i have studied at UC. The unit content seemed boring at first glance, however typically both lecturers made it very interesting with guest lecturers and insightful lectures/tutrials. The assessment was tough but taught me alot. I have never done any work on uploading information onto a website/wiki page before so although very time consuming it was interesting to learn. Perhaps spreading out the assessment more would help. Overall I enjoyed the unit and would encourage others to undertake it as well. Thanks for making me laugh in every lecuture and tutorial Keith and Leigh. U3017206 09:56, 3 November 2011 (UTC)

 * This unit has been very enjoyable. I especially enjoyed the different format of assessment, and not just the usual approach most units take. This unit was a great example of a modern day approach to learning that has developed my skills in open source and social media. I found Leigh and Keith very approachable and just really good guys. This unit was run with well, although without knowing the requirements the university places, maybe less marks allocated to the exam and more towards the assessments. I have found the exam very hard to study for, although that is most likely the point. This unit was one of the best units I have taken, great work guys! Gus Gardiner 23:02, 3 November 2011 (UTC)

=Feedback for 2010=

John Dodd

 * Leigh, for a long time I've not been sure what your job description is, and have as a result been hesitant to ask things of you that may be outside that. Such as the establishment of a UCNISS Alumni. In saying that, what I do know of your work, you have always done well. I'd suggest, after this PDR we ask Keith to update us all on your work and try to clarify what things we can call on you to do. John Dodd, UCNISS

 * Thanks John, an excellent suggestion I would very much appreciate happening. Many people have been unsure of my role exactly, so a concise message from Keith with links to examples would help with this considerably. Leighblackall 06:02, 1 September 2010 (UTC)

Mark Spain

 * Leigh, thanks for inviting my comments about your performance review. My first reaction was that it is excellent to see how you have structured it to align with the UC strategic plan and that this is helpful for all UC staff. On reading your first 3 goals in the Strategy 1 - Foundations section it seemed to me if you were able to be more specific and measurable you would clearly know after 12 months if you had achieved them or not. (Ensure that you and your boss negotiate and agree these specific measurable goals for mutual benefit). This could make your job easier. For example, how could you make your goals around diplomacy and sensitivity overarching and then more specific and focussed in each of the areas of Step 1,2,3,6,12 that follow? --Mark Spain 11:23, 1 September 2010 (UTC)

 * ''Good suggestion Mark. Perhaps if I try to be more specific, retaining the over arching idea, and make them more concrete in the meeting with my supervisors. I'd aim for at least one measurable goal per strategy, totaling 5. Leighblackall 05:58, 2 September 2010 (UTC)

Robin McConnell

 * Leigh
 * 1) I deeply appreciate your determination to see me through the nineteenth century and now that I have mastered the slate I hope to get into social media!  I agree with John re the Job Description.  I think the teaching you do with me in helping move me into online and blended learning has been critical in developing my teaching more broadly and the oversall satisfaction rating of 94% I had in Sport Sponsorship & Media would not have happened without your influence.
 * 2) I think you have acquired a greater appreciation of the administration and administrivia demands upon a lecturer's time and the time it takes to prepare a lecture or tutorial in a unit one has never taught before!
 * 3) I would like to see a 'handbook' with simple step 1, step 2 etc. for core operations that we can have as a guide once we have been taught the systems you have inculcated.  This could be progressively added to as we grow in confidence and competence.
 * 4) You are so lucky to have Sunshine and Eve!
 * 5) You should remember your lecturing contributions in my units when you have taken the students into better understandings of social media.
 * 6) Although, at times, I have felt at odds with the pace of your whole-hearted drive for open access I believe in that ideal.  Debate and your patience have led to my greater knowledge and skills and, I think, to your greater appreciation of some of the restrictions lecturers face.  Paradoxically, that is a good reason why we need the ilk of yourself and James...it is intensely frustrating when for example, students often cannot access Moodle material from home and that illustrates the importance of more flexible access to the learning materials we provide and in which you are a key figure.
 * 7) I feel enormously frustrated at not giving more 'professional' online lectures etc. and believe the filming of these is a priority.  I would dearly like to see an assistant who worked with you on this as I am sure John and I would both commit to that or variations thereof.  The filming you do of the tutorials has been well-received by the students and myself but imagine what could be done with our own soundproof room fitted as a studio or having access to such each week! Robin McConnell, UCNISS
 * 8) I think you also should note that it is my belief that we would not be embarking on our postgrad quals with the current sense of optimism if we were not confident about online delivery and use of social media - and this has clear financial gains for UC

 * Thanks Robin, I am indeed lucky to have Sunshine and Eve - as the frustrations you feel, are amplified in me - when I know they are not necessary most of the time! I have approached Marketing with the idea that the work you are doing, has a potential marketing value for both UCNISS and UC as a whole. If they agree with that, then we may be able to ask them for production support. As you know, I've been angling for this for some time.. we'll see how it pans out.
 * Good idea with the handbook. You've suggested it before, and I agree it would be valuable. I've held off doing it before I see wider buy in from UCNISS and Health staff. It would be a lot of work, and would require constant maitenance, but then again - it may help promote the up take, seeing the bigger picture of it all in such a resource. I'll think more on the suggestion.
 * Thanks for taking a risk with my suggestions Robin. Without you, we would have very little to show in UC for all the ideas. Leighblackall 05:26, 7 September 2010 (UTC)

General comments
Leigh has brought his unique talents and energy in the area of educational technology and knowledge and skills about flexible learning to the University of Canberra. He is an energetic and innovative contributor to fostering development of discipline, faculty, university and sector-wide policy and practices. Leigh is more than prepared to roll-up his sleeves and do the hard work - probably walking as many miles as anyone on campus as well as his substantial work online. Leigh has fostered new collaborative communities within the discipline and throughout the university by engaging key minds on projects and issues of significance to the university's overall strategy and particularly with regard to Step 18 ("Make the best use of educational technologies and work-based learning opportunities."). Leigh's tireless, passionate, forward-thinking efforts have provided significant new momentum in improving faculty and university educational technology practices. -- James Neill, Faculty of Health, University of Canberra (Jtneill - Talk - c 00:43, 14 September 2010 (UTC))

Comment - Steps
You've added some steps? Perhaps make clear which steps you've added which aren't in the official PDR template and an explanatory note. (I agree this makes sense in your case since you haven't had direct teaching responsibilities.) -- Jtneill - Talk - c 22:52, 8 September 2010 (UTC)
 * Thanks James, in the end I ran out of time so deleted the extra steps I responded to :( I thought I had another day, but turned out I had to get it in earlier.. if the opportunity is there after the meeting, I will respond to more than the allocated steps.' Leighblackall 23:23, 13 September 2010 (UTC)


text:
User:Annnor

My wiki-related blog: http://annawikiversity.blogspot.com/

Hi, I am studying XHTML and CSS

See ya

--Annnor 07:20, 1 September 2010 (UTC)

title: User:Annnor


text:
User talk:Annnor

 Hello Annnor, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 09:58, 1 September 2010 (UTC)

History of computing
Hello. I replied to your questions at Talk:History of computing. Feel free to leave a message on my talk page if you need help finding your way around wikiversity, or if there are any questions about the history of computing that you are having trouble with. --mikeu talk 18:43, 1 September 2010 (UTC)

title: User talk:Annnor


text:
User talk:ThisIsMyName~enwikiversity

 Hello ThisIsMyName, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 09:59, 1 September 2010 (UTC)

thanks for the design advice!
It is always welcome. And as you note, the logo could use a refresh. Even the main pages could take a few tips from sites like the homestar wiki and wikieducator. –SJ + > 21:29, 7 September 2010 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called ThisIsMyName. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name ThisIsMyName~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:45, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:24, 19 April 2015 (UTC)

title: User talk:ThisIsMyName~enwikiversity


text:
User talk:Anup1

 Hello Anup1, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 09:59, 1 September 2010 (UTC)

title: User talk:Anup1


text:
User talk:Dollybird~enwikiversity

 Hello Dollybird, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 09:59, 1 September 2010 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Dollybird. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Dollybird~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:31, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:06, 19 April 2015 (UTC)

title: User talk:Dollybird~enwikiversity