| Q1. | Do you have any additional comments on this module in terms of its strengths, weakness or possible improvements? |
| 1. | it allows a freedom of thinking, objectives stated are being met out, and it
helps create consistent learning in students with no exams, it increases
spontaneousity too. |
| 2. | provide clearer channel to clarify things such as qns and issues to the lecturers. |
| 3. | perhaps the Essay ought to be worth 50% of CA.
the 100% CA idea is great! |
| 4. | Exciting module that has totally revolutionised my opinion of films. More marks could be allocated to projects though. |
| 5. | The idea pf film and history is hugely
interesting. Much more could be done to reinforce the focus that the
module is concentrating on. It could be reinforced in the lectures
rather than only the first and being published in the course web.
Although the class is big, efforts to make some kind of comments to
students during projects would be very much appreciated. The rather
sloppy administration, especially in handling out essays and submitting
papers to turnitin.com could be improved. |
| 6. | nIL |
| 7. | Very interesting module. however the
weightage placed on a single term paper (40%) is a bit too much. there
is a lack of comments on each assignment, thus the student may find
difficulty in inmproving his/her approach to the assignments. It would
be good to place a few copies of the A-grade papers on the web so that
the rest of the students can learn. Dun have to identify the student
who wrote the essay so that the student wun feel pai-seh abt it. |
| 8. | The use of the IVLE discussion forum in
lieu of actual physical tutorials turned out to be much more fruitful
than otherwise expected; perhaps the ability to formulate and think
through arguments before posting allowed for more considered
discussion. The only thing that held it back was, sadly, the students -
many of them were apathetic to contributing, instead taking the
opportunity to put in a minimum of effort for the module. Very sad
indeed. Perhaps participation grade percentage should be raised to
counter this, and also reflect quality of posts (to prevent quantity
posting just for scoring purposes). |
| 9. | NA |
| 10. | very interesting module. made me view
films in a different light now. but felt that 6 mini essays (one every
alternate week) was rather taxing, especially since each essay
constituted a minor percentage. |
| 11. | the films evoke us to think more rather than simply watching the film(more analytical skills required when viewing films) |
| 12. | Very interesting. The discussion forum provides interactive learning. The watching of films enhances the learning process. |
| 13. | interesting module. open my eyes to many insights. |
| 14. | wonderful module. i have developed a keener sense of appreciation of for films. kudos to the lecturers! |
| 15. | no |
| 16. | This is one of the most interesting
modules I have read in NUS. It combines a highly interesting field of
study - history - with films. The films chosen are interesting, some
being truly eye-openers. The lectures are interesting, as are the
topics given for assignments. The module has given me a brand new
outlook on the subject covered, and I have had great fun doing this
module. |
| 17. | it's great that there aren't any
tutorials or final exams! perhaps the fortnightly projects could be
handed in on mondays (day of lecture) instead of fridays, to be fair
& give us exactly 1 wk after the viewing of the 2nd movie. |
| 18. | No comments. |
| 19. | generally an interesting and thought
provoking module which enhances and boardens our mind...
some stduents from other backgrounds often have little experience with
writing history esays and what's more with a subject like this
one...sometimes despite of feedback on our work, we can't seem to grasp
what is meant by a better grade essay...perhaps more timne can be used
to explain that to us... |
| 20. | Although students may find it
difficult to dive straight into projects just at the beginning of the
term, the amount and quality of work eventually levels itself out
later, so it does not become too much of a problem later. |
| 21. | less essays |
| 22. | more unified way of grading |
| 23. | the module, especially the term paper,
requires too much intensive readings for a GEM module yet there is
insufficient materials available for a reasonable amount of research.
this will inevitably lower the grades of students as lack of research
information means a lower mark. |
| 24. | the time allocated per week is not
simply enough! maybe on top of the allocated hours for the viewing of
the film, we should have a separate 2 hour lecture or tutorial at least
once every fortnight!
i suspect that the sheer amt of students taking this module is because
of the very minimal hours they need to put in and cuz there's no exam! |
| 25. | no |
| 26. | A module that provides an excellent insight into critically analyzing history by use of film |
| 27. | too heavy for those matriculated after 2001. |
| 28. | The aims and objectives of the module might be hard to grasp sometimes. |
| 29. | a bit too abstract |
| 30. | The forum site / portion of the module
seems a little imbalanced. We realise that discussion is always
beneficial however the lack of opinion by the teaching staff in the
individual forum (understandably a large and arduous task) seems
minimal. Furthermore the rate of interaction amongst a bunch of
strangers on line isnt always conducive.
However that surprises me because the very subject matter is unique and
distinct enough to motivate discussion! |
| 31. | I have thoroughly enjoyed myself in
the course of this module. Though the open endedness of the assignments
may leave some worried, i find that there is no better way to grade
subjective modules such as these. NEVER, NEVER consider including a
final exam type of assessment for this module, EVER! |
| 32. | By insisting on a historical approach
towards film analysis and trying to leave out the artistic and literary
aspects, it fails to give us a concrete idea of how to make use of
films to understand the past.A distinct demarcation of history and
literature/art does not do justice to film analysis because both areas
of study are important in complementing each other when it comes to
using such sources for historical analysis. |
| 33. | Interesting module |
| 34. | It is a bit too time consuming. And it
is very difficult to get ur ideas across within 500 words esp. since
the questions require an informative answer. I would like to request
one project every 3 weeks instead of every 2 weeks. Also to increase
the word limit of these projects to about 700 words. |
| 35. | fun |
| 36. | Ivle discussionns are insufficient to
assist students in projects. Tutorials would have been more useful.
Moreover, certain discussion groups tend to have better members and
hence benefit from better discussions. |
| 37. | nil |
| 38. | interesting, with a different way of learning history through films. |
| 39. | Students that do not have a background
on US history is put at a disadvantage. When it comes to writing essays
and analytical papers, there's always a confusion between what should
be discussed - the historical nuances is most of the time linked with
the storylines. |
| 40. | i found it rather hard to improve with in the projects as there were hardly any comments given at the end of the essay. |
| 41. | very good module for those interested
in film and history and is relevant to non-history students as well.
Definitely teaches students to be more critical when viewing films and
to look beyond just the entertainment factor in them |
| 42. | its strength- allow me to widen my
knowledge on films and my perspective about them, deepen my
understanding about film, polish my skills on writing essays |
| 43. | A ery innovative way to study history. |
| 44. | It is an enjoyable class |
| 45. | very interesting and refreshing course |
| 46. | no |
| 47. | Instead of haVING 6 mini assigs of only 6.3++% weightage, it wld b better to have a lesser assignments of higher weightage. |
| 48. | The module was very interesting. |
| 49. | - |
| 50. | None |
| 51. | nil. |
| 52. | Marked assignments were mostly not
commended so students did not know where exactly the problem is.
Even if we went online to read the overall feedback, there were a lot
of times when we did not know where we went wrong. Thus we continue to
do badly for the next assignment.
Please at least give some comments. |
| 53. | It is a very enjoyable module that
keep me hooked for every lecture as well as a better understanding of
the portrayal of the past on films. |
| 54. | the tutors are highly amusing and
intelligent. VERY GOOD CHOICE Of historical films, aroused a high level
of participation from the tudents by utilising IVLE discussion forums.
NO WEAKNESS yet to be found One point to note : was dissapointed that
Once Upon a time in China was played in Mandarin and not the original
language it was filmed(CAntonese). In order to fully enjoy the original
flavour of the film, we shld watch it in the lang it was filmed in.
Imagine Lagaan had a dub over, and watching it on English !! Totally
lost its flavour and all the slang..:) merci.
and yes, autralia rulez. |
| 55. | I do agree that I've learnt much from
this module (mostly through the discussions with my peers); however,
the overall course has fallen short of expectations owing, I feel, to
the classic case of trying to cram too much into too little a time.
While the mode of continual assessment cannot be faulted, the way in
which it was carried out strikes me as arbitrary ( then again, how
thorough can one be for a course with so large a class, which brings to
mind another issue.) |
| 56. | -lectures are conducted too late, tend
to get drowsy in the evening
-additional videos to be put in media resource department in case the
lecturere borrows it out and students need to watch during their spare
time
-more remarks on individual projects
-the selected films are quite interesting
|
| 57. | not enough content, lacks depth |
| 58. | lack of interaction with the lecturers |
| 59. | its great, makes me think ALOT but maybe more movies?? |
| 60. | interesting module but seems to be difficult to score. |
| 61. | less mini projects please. it takes so much time for so less marks. |
| 62. | More feedback on the grades would be helpful. Maybe can put personal comments on individual assignment |
| 63. | The constant workload (7 papers!)
could be a little draining, but is a fair substitute for an
examination. One thing that I found frustrating was that with so many
students in the class, the grading of assignments was somewhat cursory;
specific comments and feedback were rarely if ever attached, so it was
sometimes difficult to figure out what was required to do better on
future papers. |
| 64. | The module is great for critical
evaluations on historical perceptions and implication created by films.
A great module to take if one wants to evaluate using historical
methods. However, i feel only having the lectures as the mode of
interfacing with the lecturers and co-ordinators of this course has
made any attempts otherwise to be virtual, and in a sense a very
anti-social trait in this course. It should maybe have
in-class/in-lecture discussions so that the social environment of the
course could be enhanced. |
| 65. | The module seems very easy and relax
but in fact, it is very difficult to score or even meet the criteria.
Perhaps I am not a HY major (though not an excuse) I cant seem to write
a good HY project paper, no matter how I change and adapt my style and
points. It never seem to be good enough. It is very demoralising
because I aint slacking but am trying hard. The point is, this is not
my major, and I ought to be focusing more on my major instead but this
HY takes up alot of time, especially if i am not good with writing HY
papers. The lecturers might want to conside giving more guidance than
just 'things to look out for'. This is to cater for the non-HY,
cfm/ue/gem students. Comparing to the other film module i am taking,
this module has too little help/guidance and makes me wonder if what I
am writing and the way i am thinking, is rite or wrong. (of cos, HY is
a subjective topic, but we definitely cant apply science way of
thinking here and hence, that's my pt) You cant assume that everyone
knows stuff on HY. after all this is a cfm/ue, we are just trying out,
learning something new, but i dun feel i have come away from this
module learning things, rather being made to feel dumb. |
| 66. | This module is surprisingly difficult for non-arts students |
| 67. | I think this module was very good at
teaching students how to do independent thinking instead of
regurgitating the readings. This is the only module I've taken so far
that has taught me to do this, so... good job! |
| 68. | Well, the schedule could be set a little bit early as in not from 4 pm until 8 pm. |
| 69. | it is a intersting module..probably we can have tutorials so as to clear any doubts that we may have on the movies. |
| 70. | Concepts rather hard to grasp.
Explanation of concept could be better. Deadline for main essay should
be one week after the last lecture of the module. |
| 71. | no comments |
| 72. | this module should be continued. it is
a really interesting module and helps us to see history even in
films... making history come alive. |
| 73. | Sometimes, i had no idea what the assignments asked of us. |
| 74. | some of the films are very boring. |
| 75. | The most interesting , gripping and fun module in NUS. |
| 76. | Please do not prepare fixed and
specific answers. Be more open minded and receptive of answer from many
aspect. This is the way to approach history. |
| 77. | Need to conduct actual tutorials |
| 78. | Very interesting films and history has never been so fun! |
| 79. | Good use of the IVLE forums as a form
of discussion interface for the student. Hope to see more participation
of the forums from the tutors and the lecturers. |
| 80. | Very interesting module. Much different from engineering modules. |
| 81. | i think the idea of the forum to help
in our essay is something new to engineering students like me. i think
it is a good system, and the
engine department should consider using such a system. |
| 82. | -nil- |