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Enhancing Feedback - 2 views

www.tla.ed.ac.uk/...index.html feedback education
shared by Tarmo Toikkanen on 14 Oct 10 - No Cached
  • Tarmo Toikkanen on 14 Oct 10
     
    Guidance for teachers and students on making the most use of feedback possibilities.
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Learnlets » Beyond the course - 0 views

blog.learnlets.com/?p=574 2008 sosmedop pedagogiikka
shared by Tarmo Toikkanen on 02 Dec 08 - Cached
  • the point is that supporting people in performance includes not just courses, but content and job aids, and connections to people.
  • The interesting thing for me is that this provides a strong justification for using social networks in learning: wikis can be places where people can store the information about problems they’ve solved, discussion boards and profiles fill the need of finding expertise, blogs may support people in their problem-solving as well, serving as a way to share questions and get feedback.  The social network provides the rest of the support around the courses which really only serve the situation where a major skill-shift change is needed.
  • Tarmo Toikkanen on 02 Dec 08
     
    Clark Quinn pohtii epävirallisen oppimisen vaiheita ja miten sosiaalinen media nivoutuu siihen. Havainnollistava kuva, jossa näkyy muiden ihmisten tärkeä merkitys oppimisessa.
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How Rewards Can Backfire and Reduce Motivation | PsyBlog - 3 views

www.spring.org.uk/...fire-and-reduce-motivation.php motivation research reward psychology
shared by Tarmo Toikkanen on 19 Jan 10 - Cached
  • As you can see the expected reward had decreased the amount of spontaneous interest the children took in drawing (and there was no statistically significant difference between the no reward and surprise reward group). So, those who had previously liked drawing were less motivated once they expected to be rewarded for the activity. In fact the expected reward reduced the amount of spontaneous drawing the children did by half. Not only this, but judges rated the pictures drawn by the children expecting a reward as less aesthetically pleasing.
  • Rewards reduce intrinsic motivation
  • In one study smokers who were rewarded for their efforts to quit did better at first but after three months fared worse than those given no rewards and no feedback (Curry et al., 1990). Indeed those given rewards even lied more about the amount they were smoking.
  • ...5 more annotations...
  • tangible rewards tend to have a substantially negative effect on intrinsic motivation (...) Even when tangible rewards are offered as indicators of good performance, they typically decrease intrinsic motivation for interesting activities.
  • This is why play can become work when we get paid. The person who previously enjoyed painting pictures, weaving baskets, playing the cello or even writing blog posts, suddenly finds the task tedious once money has become involved.
  • When we do something for its own sake, because we enjoy it or because it fills some deep-seated desire, we are intrinsically motivated. On the other hand when we do something because we receive some reward, like a certificate or money, this is extrinsic motivation.
  • Rewards have even been found to make people less creative and worse at problem-solving.
  • Tero Toivanen on 19 Jan 10
     
    Miten palkkio vaikuttaa motivaation? Sisäiseen motivaation se vaikuttaa tässä blogissa mainittujen tutkimusten mukaan negatiivisesti.
  • ...1 more comment...
  • Tarmo Toikkanen on 20 Jan 10
     
    Joo, nykyinen motivaatiotutkimus on ihan mielenkiintoista. Vaikka sisäisen ja ulkoisen motivaation jako on jo vähän vanhahtava, on se edelleen hyvä ajattelun väline. Modernimpi tulkinta olisi varmaankin, että sen sijaan, että jännite muodostuisi toimijan ja tehtävän välille, se muodostuu toimijan ja palkkion välille.
  • Tarmo Toikkanen on 20 Jan 10
     
    "Yet psychologists have long known that rewards are overrated. The carrot, of carrot-and-stick fame, is not as effective as we've been led to believe. Rewards work under some circumstances but sometimes they backfire. Spectacularly."
  • Tero Toivanen on 20 Jan 10
     
    Jos tuota sisäistä motivaatiota vertaa Mihály Csíkszentmihályin Flow-ilmiöön, ollaan lähellä samoja asioita. Flow-tilassa ulkoisille palkkioille ei ole tarvetta. Se on mielestäni myös optimaalinen tila oppimista ajatellen. Sosiaalisen median välineet saattavat olla muuten aika hyviä tähän tilaan pääsemiseen. Itseopiskelu voi muuttua lähes addiktiota aiheuttavaksi sen avulla.
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ZaidLearn: The Secret Recipe to Delivering World Class Lectures - 0 views

zaidlearn.blogspot.com/...to-delivering-world-class.html
shared by Tarmo Toikkanen on 12 Sep 09 - Cached
  • NEW SCHOOLFive simple learning steps/phases, which can of course overlap anyway you like (image above):ExploreLearnInnovateFeedbackReflect (back to Explore)This learning cycle can happen within minutes using your mental reflection and visualization, or perhaps days, weeks, or months in the real world, depending upon how you apply this flexible learning approach. Actually, these steps are just indicators and do not need to be followed step-by-step. Just use them how you feel like it, or what works best for you. I am still learning, so these steps or phases might change even by the time I really finish this article. Alright, let's move on!
  • Tarmo Toikkanen on 12 Sep 09
     
    Ohjeita parempaan luennointiin. Linkkejä hyviin luentotallenteisiin ja muita resursseja.
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