Infants make more attempts to achieve a goal when they see adults persist

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A straightforward and briefly reported study that supports the rather obvious hypothesis that quite young (15-month-old) children can and do learn from observing adults, at least in the short term. The twist here is that adults in the study were deliberately trying to model an attitude (grit) more than a distinct behaviour, in an attempt to teach the kids to do the same.

It is fair to say that the researchers demonstrated to the kids that persevering with problems after initially failure can lead to desirable results, and that the kids appeared to be more inclined to do the same after watching adults doing so: this accords well with the title of the paper. I’m not sure that the adults adequately demonstrated grit, though. I don’t know about you, but I actually enjoy solving problems and positively relish the failures that teach me how to succeed. In fact, in many situations (programming, for example) I deliberately make things fail in order to understand how they do so, and that’s part of the fun, even though (and partly because) I may curse and fume when the process fails to enlighten me. Same for many commercially available puzzles, from Rubik’s Cubes to letter-sliding games. Seems to me that grit involves more than doing something enjoyable on the way to achieving some anticipated goal that matters to us. It’s often about doing unenjoyable things, sometimes for goals we don’t even find particularly interesting or worthwhile, often over a prolonged period. That’s not what was happening here. This is interesting, though, if only to confirm that really quite young kids are able to see others as beings like themselves, and to transfer the lessons of stories that they construct about what they perceive others to be doing into actions they then take themselves.

The brief timeframe of the study means that it doesn’t show whether this is how grit is actually learned over time.  The extent to which lessons persist depends on a great many things, including prior experience, repetition, who is repeating it, success in the short term, effectiveness of the attitude in overcoming meaningful challenges in the long term, social value of the attitude, current context, and counter-examples over time. Outside an experimental context we pick up attitudes and sentiments from kids as much as they do from us, from one another, and from the world at large. There are usually very many others around us who are all engaged in a rich reciprocal dance with us through which we collectively construct our various intersecting cultures and subcultures, including our attitudes and values. Also, life is seldom so neatly structured and categorized that a lesson can be so directly transferred from one context to another. At least, such cases are not the interesting ones. Though the experimenters tried to make the tasks a bit different, the study was really set up to highlight the similarities, and to lead to results that would please the children.  In real life, we usually need to connect one situation with another that is quite different, separated by time, and to choose between competing strategies to deal with it, often with others around us that are adopting different approaches, all of which will influence us. Often, we are not even particularly interested in the outcomes. It’s much harder to do experiments that reflect that reality. In fact, it’s probably impossible, at least without adopting the ethical precepts of Josef Mengele. The researchers laudably note a range of other limitations, including cultural differences, beliefs of children about adults, task specific issues, and so on, and make no extravagant claims that it can be generalized further. Indeed it cannot.

That said, this is good evidence for something that I believe is not a bad idea: that teachers (formal or otherwise) should act as they hope their students will act. A very large part of the role of a teacher is to model how people in their field (or society at large, in the case of younger kids) think and behave, to enact and demonstrate their approaches and attitudes,  perhaps more than to pass on the facts, skills, and technologies of their discipline, or to provide support for gaining such knowledge.

Bearing that in mind, while there is value in ‘grit’ and I don’t want to knock it too much, I think there are other attitudes that might matter a whole lot more, especially those that enable us to not just stick with stuff we don’t enjoy but to find pleasure and meaning in it. Passion is way more useful than grit, in the long run. Caring, too. Teachers that light fires in students’ hearts achieve way more than those that simply show them how to stick at things they hate.

Abstract

Persistence, above and beyond IQ, is associated with long-term academic outcomes. To look at the effect of adult models on infants’ persistence, we conducted an experiment in which 15-month-olds were assigned to one of three conditions: an Effort condition in which they saw an adult try repeatedly, using various methods, to achieve each of two different goals; a No Effort condition in which the adult achieved the goals effortlessly; or a Baseline condition. Infants were then given a difficult, novel task. Across an initial study and two preregistered experiments (N = 262), infants in the Effort condition made more attempts to achieve the goal than did infants in the other conditions. Pedagogical cues modulated the effect. The results suggest that adult models causally affect infants’ persistence and that infants can generalize the value of persistence to novel tasks.

Address of the bookmark: http://science.sciencemag.org/content/357/6357/1290

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No, you aren't a 'visual' learner

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It’s a damning indictment of our collective resistance to truth that the point of this article still has to be restated, yet again. Amazingly, 93% of the general public and 76% of educators still erroneously believe that we should be taught in ways that match our learning styles. I assume this is so in the US – unless things have changed recently, the percentages, for teachers at least, are even worse in some other countries where the idea has been pushed harder from the top down, such as the UK and Netherlands. To be quite clear: this belief is not supported by any compelling evidence at all.

The fact that it is false (or, at best, no more provable than, and just as likely as, astrology) doesn’t mean that designing for learning styles necessarily a terrible idea, inasmuch as it can encourage reflective practice on the part of teachers and can even result in quite useful outcomes. As the article puts it:

“If you’re trying to vary what you do in the classroom to respect different styles, variation in instruction is probably a good thing, anyway,” he says. But rather than formatting lessons differently for auditory, kinetic or visual learners, he and Macdonald suggest that teachers tweak their instruction based on content.

“I think it really depends on your objectives for the lesson,” Macdonald says. “Some types of content really lend themselves to visual presentation … if you’re teaching maps, that’s got to be visual. If you’re teaching music, those are [the] types of things that need to be auditory.

“But if your goal is to get a multifaceted exposure to certain content, it can be helpful to weave in all different types of modalities.”

That thinking about learning styles can be a useful design tool is a fair point, and one that I have often made myself (including in quite some detail in my first book), though it’s a happy side effect of a mistake, rather than a consequence of a good theory. Using star signs would probably work just as well.  I am not convinced that content should always lead design either: objectives-driven teaching is not the only fruit and, for some expansive subject areas and pedagogies, it is positively (positivistly?) harmful. But, notwithstanding its constraints and limitations, at least it is not based on a fiction.

There are many risks to using a false world model, even if it has some practical value or plausible results (pre-Copernican geocentric astronomy was better than Copernicus’s own theory at predicting movements of planets), not least of which being that it blinds us to real possibilities and leads us in worthless, wasteful, or even harmful directions. Even when the consequences include better teaching, it’s a terrible lesson to teach someone that they are a visual (or sensing, or whatever nonsense the particular theory suggests) learner. No they are not. They might have some habits, reinforced patterns, or preferences, sure. But that just means they need to try a bit harder to extend themselves and to learn to use some alternative approaches because they are definitely going to have to use them at some point when there’s no teacher in control of things but themselves, and nothing to fit their preferred style available. My learning style is and should be whatever the hell I need.

I’ve mentioned before that I believe a better (if less attractive) term would be ‘being-taught habits’ because one of the least savoury aspects of the whole learning styles gestalt is that it actually has little to do with learning, and everything to do with achieving better indoctrination; of asserting the power of the teacher (at least, it would if it worked). For that kind of thing, we’d learn more from the sciences and arts of the advertising industry than from any snake oil learning style theory. We might equally learn from preachers and religions: they are mostly pretty good at making people think and behave the way they wish.

There are other ways to gain the useful side-effects of designing for learning styles that do not rely on falsehoods, or that make no claims that they match reality one way or the other – de Bono’s Thinking Hats, for instance, or design-based research. And it doesn’t take much to make learning style theories less dumb. I am personally quite fond of Gordon Pask’s serialist/holist model, despite coming perilously close to a learning styles theory at times, because it describes a continuum of learning strategies, without suggesting too much (OK, fair enough, Pask slipped here and there) that such strategies be fixed, habitual, or generally preferred by particular learners.  They are simply perspectives we can choose as and when it is helpful to do so. However, if possible, when designing learning activities, we should use approaches that are based as much as we are able on how the world is, not how we think it should be. From that perspective, learning styles are a potentially dangerous and time-consuming dead end.

Address of the bookmark: http://theweek.com/articles/725352/no-arent-visual-learner

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Highly praised children are more inclined to cheat

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The title of this Alphr article is a little misleading because the point the article rightly makes is that it all depends on the type of praise given. It reports on research from the University of Toronto that confirms (yet again) what should be obvious: praising learners for who they are (‘you’re so smart’) is a really bad idea, while praising what they do (‘you did that well’) is not normally a bad idea. The issue, though, is essentially one of intrinsic vs extrinsic motivation. By praising the person for being a particular way you are positioning that as the purpose, rather than a side-effect, of the activity, and positioning yourself as the arbiter, so disempowering the learner. By praising the behaviour, you are offering useful feedback on performance that empowers the recipient to choose whether and how to do such things again, as well as supporting needs for relatedness (it shows you care) and competence (it helps them improve). Both forms of praise contribute to feelings of self-esteem, but only one supports intrinsic motivation. 

The nice twist in these particular studies (here and here) is that the researchers were looking at effects on morality. They found that ability praise (teling them they are smart) is very strongly correlated with a propensity to cheat. Exactly as theory would predict, kids who have been told that they are smart are significantly more likely to respond to the extrinsic motivation (the need to live up to expectations when given ability praise) by cheating, when given the opportunity. Interestingly, praising the behaviour (performance praise) has little or no effect on likelihood of cheating when compared with those given no praise at all: it is only when an expectation is set that the children are perceived as smart that cheating behaviour increases. It is also interesting, if tangential, that boys appeared to be way more likely to cheat than girls under all the conditions though, once primed by ability praise, girls were more likely to cheat than boys that had received no praise or performance praise.

The lesson is nothing like as simple as remembering to just praise the action, not the person. Praising behaviours can, when used badly, be just as disempowering as praising the person. For instance, while in some senses it might be possible to view grades as a kind of abbreviated praise (or punishment, which amounts to much the same thing) for a behaviour, there’s a critical difference: the fact that it will be graded is known in advance by the learner. This is compounded by the fact that the grade matters to them, often more than the performance of the activity itself. Thus, achieving the grade becomes the goal, not the consequence of the behaviour, and it reinforces the power of the grader to determine the behaviour of the learner, with a consequent loss of learner autonomy. That shift from intrinsic to extrinsic motivation is the big issue here, not the praise itself. There are lots of ways to give both performance praise and ability praise that are not coercive. They are only harmful when used to manipulate behaviour.

Address of the bookmark: http://www.alphr.com/science/1007043/highly-praised-children-are-more-inclined-to-cheat

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Not true: coding bootcamps you can take online are an "oxymoron" no one has yet solved

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A Quartz article that claims (accurately) that p-learning bootcamps dominate for those learning programming and other technical skills and (inaccurately) that the reason for that is that e-learning is much less engaging. In fact, there’s a sneaky and almost unnoticeable sleight of hand here, because what is actually claimed is that online learning can be less engaging and, based on that indubitable fact, extrapolates from the particular to the general, asserting that all online learning suffers the same way.

Nonsense.

Yes, there is a lot of rubbish online learning and, in fairness, even a well-evolved establishment like Athabasca University has some of it, at least for some people some of the time. But that’s not at all surprising because every university (online or not) presents the same problem and, if you are trying to make a single learning design work for everyone, you are sure to make it too complex for some and too boring for others (personalization technologies and intelligent personal learning designs notwithstanding). Athabasca has a lot less of it thanks to its extremely rigorous quality assurance processes, but it would be crazy to imagine that everything it does is perfect for every learner at every time, as much as it would be crazy to imagine that everyone at a bricks and mortar institution gets a wonderful learning experience every time. Crazier, in fact.

The thing is, it ain’t what you do, it’s the way that you do it, that’s what gets results. It’s not that online learning is less effective (countless studies prove otherwise), it’s simply that it tends to be done in a way that gives control and flexibility to learners. The immersion of physical bootcamps does have one major and very distinctive benefit: that it pulls people out of everything else and forces them to engage for a lot of hours in the day. The ‘bootcamp’ part of it ensures that they are well and truly immersed, with no way to back out apart from backing out completely  It’s not that the learning experience is any better – very far from it in most cases. Most bootcamps I have seen use inane pedagogies that would not pass muster even in a conventional university, let alone somewhere like Athabasca University that actually pays attention to such things. It’s just that people are there and they have to do stuff (a lot of social pressure is involved, as well as loss-aversion) so they wind up learning a lot simply because they put in the hours, and that happens simply because they are enrolled on a bootcamp and cannot get away.Not dissimilar to the ways traditional universities work, as it happens, just a lot more intense.

Online learning gives people more choice and greater control so, if they are not innately fascinated or they have not very single-mindedly put aside enough time then, of course, they wind up learning less quickly because they put in less time over a longer period. Duh. It’s not rocket science. This is not about teaching effectiveness or smart learning designs, it is simply about stopping people from being distracted and doing other things. The solution, if a solution is needed, is for online learners to block out the time and drop the distractions. I can imagine plenty of learning designs for online learning that would make that happen – simply making it real-time and using smart tools for desktop sharing, real-time interaction, and monitoring of progress would achieve much the same results, as long as the ground rules are fully understood by all concerned. I was at a conference the other day that did pretty much that. Such an approach doesn’t happen much, of course, for all the reasons people go for online learning in the first place, inasmuch as such methods take away the control and flexibility that make it so appealing. On the other hand, perhaps there is a place for such techniques. It seems there is a market and, as long as expectations are carefully managed (you don’t distract yourself with reading emails and engaging in social media, you pledge to be available, you block out your calendar) it might work pretty well. But why bother? Seems to me that online learning is better precisely because of the control it gives people. If they need extrinsic motivation to force them to learn then that’s the problem that should be solved before enrolling on any courses, and it will do them a world of good in many other situations too.

 

Address of the bookmark: https://qz.com/1064814/the-awkward-irony-of-not-being-able-to-take-a-good-coding-bootcamp-online/

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Strategies for successful learning at AU

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Earlier today I responded to a prospective student who was, amongst other things, seeking advice on strategies for success on a couple of our self-paced programming courses. My response was just a stream of consciousness off the top of my head but I think it might be useful to others. Here, then, with some very light editing to remove references to specific courses, are a few fairly random thoughts on how to succeed on a self-paced online programming course (and, for the most part, other courses) at Athabasca University. In no particular order:

  • Try to make sure that people close to you know what you are doing and, ideally, are supportive. Other people can really help, not just for the mechanical stuff but for the emotional support. Online learning, especially the self-paced form we use, can feel a bit isolating at times, but there are lots of ways to close the gap and they aren’t all found in the course materials and processes. Find support wherever you can.
  • Make a schedule and try to keep to it, but don’t blame yourself if your deadlines slip a bit here and there – just adjust the plan. The really important thing is that you should feel in control of the process. Having such control is one of the huge benefits of our way of teaching, but you need to take ownership of the process yourself in order to experience the benefits.
  • If the course provides forums or other social engagement try to proactively engage in them. Again, other people really help.
  • You will have way more freedom than those in traditional classrooms, who have to follow a teacher simply because of the nature of physics. However, that freedom is a two-edged sword as you can sometimes be swamped with choices and not know which way to go. If you are unsure, don’t be afraid to ask for help. But do take advantage of the freedom. Set your own goals. Look for the things that excite you and explore further. Take breaks if you are getting tired. Play. Take control of the learning process and enjoy the ride.
  • Enjoy the challenges. Sometimes it will be hard, and you should expect that, especially in programming courses like these. Programming can be very frustrating at times – after 35 years of programming I can still spend days on a problem that turns out to involve a misplaced semi-colon! Accept that, and accept that even the most intractable problems will eventually be solved (and it is a wonderful feeling when you do finally get it to work). Make time to sleep on it. If you’re stuck, ask for help.
  • Get your work/life/learning balance right. Be realistic in your aspirations and expect to spend many hours a week on this, but make sure you make time to get away from it.
  • Keep a learning journal, a reflective diary of what you have done and how you have addressed the struggles, even if the course itself doesn’t ask for one. There are few more effective ways to consolidate and connect your learning than to reflect on it, and it can help to mark your progress: good to read when your motivation is flagging.
  • Get used to waiting for responses and find other things to learn in the meantime. Don’t stop learning because you are waiting – move on to something else, practice something you have already done, or reflect on what you have been doing so far.
  • Programming is a performance skill that demands constant and repeated practice. You just need to do it, get it wrong, do it again, and again, and again, until it feels like second nature. In many ways it is like learning a musical instrument or maybe even driving. It’s not something you can learn simply by reading or by being told, you really have to immerse yourself in doing it. Make up your own challenges if you run out of things to do.
  • Don’t just limit yourself to what we provide. Find forums and communities with appropriate interests. I am a big fan of StackOverflow.com for help and inspiration from others, though relevant subreddits can be useful and there are many other sites and systems dedicated to programming. Find one or two that make sense to you. Again, other people can really help.

Online learning can be great fun as long as you are aware of the big differences, primarily relating to control and personal agency. Our role is to provide a bit of structure and a supportive environment to enable you to learn, rather than to tell you stuff and make you do things, which can be disconcerting at first if you are used to traditional classroom learning. This puts more pressure on you, and more onus on you to organize and manage your own learning, but don’t ever forget that you are not ever really alone – we are here to help.

In summary, I think it really comes down to three big things, all of which are really about motivation, and all of which are quite different when learning online compared to face-to-face:

  1. Autonomy – you are in control, but you must take responsibility for your own learning. You can always delegate control to us (or others) when the going gets hard or choices are hard to make, but you are always free to take it back again, and there will be no one standing over you making you do stuff apart from yourself.
  2. Competence – there are few things more satisfying than being able to do more today than you could do yesterday. We provide some challenges and we try to keep them difficult-but-achievable at every stage along the way, but it is a great idea for you to also seek your own challenges, to play, to explore, to discover, especially if the challenges we offer are too difficult or too boring. Reflection can help a lot with this, as a means to recognize what, how, and why you have learned.
  3. Relatedness – never forget the importance of other people. You don’t have to interact with them if you don’t want to do so (that’s another freedom we offer), but it is at the very least helpful to think about how you belong in our community, your own community, and the broader community of learners and programmers, and how what and how you are learning can affect others (directly or indirectly).

This advice is by no means comprehensive! If you have other ideas or advice, or things that have worked for you, or things that you disagree with, do feel free to share them in the comments.

Posts by Matthew Prineas – Athabasca University’s new Provost and Vice-president, Academic

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I suspect everyone on Athabasca University’s staff will be very interested in these posts by Matthew Prineas, who we will welcome on September 5th as our new provost and VPA, that show a great understanding of at least some of the benefits and challenges of distance learning. Amongst other things, he has done some really good work on embedding OERs at UMUC, and has strong credentials (!) in the field of competency based methods of learning and accreditation. These things matter a great deal to our future. It also seems that he has a subtle appreciation of our distributed teaching approach, though I should note that there are more ways to skin this cat than the industrial model – we need to aim for post-industrial, where we achieve economies of scale not (just) by write-once-deliver-many teaching but by leveraging the value of human interaction on a large scale that distributed network technologies enable. It is great, though, that we’re getting a VPA who seems aligned with our mission and who reaches out to the world through social media. See, too, his Twitter posts at https://twitter.com/mprineas?lang=en

These are exciting times at AU!

Address of the bookmark: https://evolllution.com/author/matthew-prineas/

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Every attempt to manage academia makes it worse

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Excellent post from Mike Taylor on the inevitable consequences of the use of incentives to shape a system (in this case, an educational system). As Mike notes, the problem is well-known and well understood, yet  otherwise intelligent people continue to rely on extrinsic incentives to attempt to shape behaviour. It’s a classic Monkey’s Paw problem – you get what you wish for but something very bad will inevitably happen, often worse than the problem you are trying to solve. We can make people do things with extrinsic incentives (reward and punishment), sure, but in doing so we change the focus from what we want to achieve to the reward itself, which invariably destroys intrinsic motivation to do what we want done, reinforces our power (and thus the weakness of those we ‘incentivize’), and ultimately backfires on us in tragically predictable ways, because what we actually want done is almost never the thing we choose to measure.

some consequences of incentives, Edwards and Roy (2017)

Our educational systems (and many others) are built around extrinsic incentives, from grades through to performance-related pay through to misguided research assessment exercises, evaluations based on publication records, etc. The consequences are uniformly dire.

Mike quotes Tim Harford (from http://timharford.com/2016/09/4035/) as providing what seems to me to be the only sensible solution:

“The basic principle for any incentive scheme is this: can you measure everything that matters? If you can’t, then high-powered financial incentives will simply produce short-sightedness, narrow-mindedness or outright fraud. If a job is complex, multifaceted and involves subtle trade-offs, the best approach is to hire good people, pay them the going rate and tell them to do the job to the best of their ability.”

Well said. Except that I would add that the effects on motivation of any incentive scheme are always awful, and that’s the biggest reason not to do it. It’s not just that it doesn’t achieve the results we hope for: it’s that it is unkind and dehumanizing. With that in mind, I wouldn’t tell them to do the job to the best of their ability. I might ask them. I might help to structure a system so that they and everyone else can see the positive and negative consequences of actions they take. I might try to nurture a community where people value one another and are mutually supportive. I might talk to them about what they are doing and offer my support in helping them to do it better. I might try to structure the system around what people want to do rather than trying to make them fit in the system I want to build. At least, that’s what I would do on a good day. On a bad day, under pressure from multiple quarters, overworked and overstressed, I might fall back on a three line whip or a plea to do their bit. I might make trades (‘do this and I will take away that’) or appeal to a higher authority (‘the Dean says we must…’) or to my own authority (‘this has to be done and you are the best one to do it..’), or to duty (‘it is in our contract that we have to do performance assessments…’).  And that’s where the problems begin.

Mike recommends Tim Harford’s ‘The Undercover Economist’ as a way out of this loop. I will read this, as I have read many books offering similar insights. It seems at first glance to fit very well with the findings of self-determination theory as well as behavioural economics. However, though the causes described here are the result of a failure to understand human motivation, this is, at heart, a systems problem of a broader nature: I recommend The Systems Bible (formerly Systemantics) by John Gall Systemantics by John Gall (formerly the Systems Bible) for a comprehensive set of explanations of the kinds of phenomena that give rise to stupid behaviour by groups of intelligent people. The book is deliberately funny, but the underlying theory on which it is based is extremely sound.

Address of the bookmark: https://svpow.com/2017/03/17/every-attempt-to-manage-academia-makes-it-worse/

Babies in the learning-style bathwater

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A recent Guardian article reports on a letter sent to the paper by 30 eminent academics from neuroscience, education, and psychology disciplines, voicing concerns about the absurd popularity of learning styles among teachers.

They are, of course, correct to be concerned. There is no good evidence that being taught according to your learning style has any positive value, despite decades of spurious attempts to show a correlation. Moreover, even if there were such a correlation, it would behoove teachers to help learners to learn using different styles because real-life learning doesn’t come neatly packaged in forms that fit with how we want/are constituted to learn, and teaching should primarily be concerned with supporting learners’ capacity to learn. The fact that there are scores if not hundreds of incompatible learning style theories, most of which have similarly (un)compelling evidence to support them, should be a clue that there is something seriously wrong with the whole idea. And it’s not a harmless foible. Not only is it a massive waste of time and money, not to mention a terrible example to set in truthiness acceptance, it can be actively harmful to learners, teaching them to believe that they can only learn properly if things are packaged to suit their style.

What’s shocking in the article is the report on the number of teachers who, despite a total lack of evidence and copious amounts of debunking, continue to use and believe in the things. To our shame, I have even seen examples of it at AU (our own Math Site mentions them) where we really ought to know better. But we are not unusual in this. Not at all. In the UK and Netherlands in 2012, 80% of teachers apparently believed that individuals learned better when doing so in a manner according with their preferred learning style. This is like discovering that 80% of the world’s scientists believe that their horoscopes determine the results of their experiments.

That said, there’s a baby in this very dirty bathwater that should not be thrown out.

If a belief in learning styles means that teachers feel challenged to design learning experiences in different ways to suit more diverse needs, that’s not a bad thing, apart from that it increases the costs of learning development. In fairness, it would work at least as well if they used astrological star sign personality characteristics as a basis but, whatever the reasons, giving students choices is a worthwhile outcome. And, just like horoscopes, there is value to learners themselves in providing an opportunity and a framework for reflection, even if the framework itself is erroneous and based on fallacies.

I’m a sceptic, but even I use variants on the theme. For example, I often try to provide versions of learning content that are meant to cater for serialist and holist ways of learning (Gordon Pask’s approach to categorizing learning strategies). Notwithstanding the extra effort and cost of designing at least two ways to approach a topic, it’s a good creative catalyst for me, and it gives students greater choice and control over their own learning.

And, in fairness, not all learning-style types of theory are equally awful. Slightly less harmful variants talk of learning preferences rather than styles, which does not necessarily imply that those preferences are a good idea nor that they even need to be catered for, though it still perpetuates the myth that there are relatively fixed characteristics in such things. Much better ones, including Pask’s, talk of selectable learning strategies rather than stable characteristics or preferences of learners, which seems eminently sensible to me: it’s just about general pedagogical patterns. It’s not about labelling learners, though (sadly) some do try to apply the labels to learners, and even Pask himself (arguably) sometimes seems to present it in that way. The best of breed models recognize that learning strategies can and should change in different learning contexts as well as over time, and make no attempt to label or pigeon hole learners themselves at all. I think it is really useful to find regularities and patterns in learning designs, and that’s the baby we should not throw out when we (rightly) reject learning style theories.

Address of the bookmark: https://www.theguardian.com/education/2017/mar/13/teachers-neuromyth-learning-styles-scientists-neuroscience-education

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Intrinsic and Extrinsic Motivation

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A short article from Lisa Legault that summarizes self-determination theory (SDT) and its findings very succinctly and clearly. It’s especially effective at highlighting the way the spectrum of extrinsic-to-intrinsic motivation works (including the integrated/identified/introjected continuum), and in describing the relationships between autonomy, competence, and relatedness. Nothing new here, nothing inspirational, just a useful resource to point people at so they can learn about the central tenets of SDT

Address of the bookmark: https://www.researchgate.net/profile/Lisa_Legault/publication/311692691_Intrinsic_and_Extrinsic_Motivation/links/5856e60d08ae77ec37094289.pdf

TEL MOOC from Athabasca University

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Starts today…

Course Description

Teachers who want to learn more about teaching with technology will find this Massive Open Online Course (MOOC), Introduction to Technology-Enabled Learning (TEL), informative and engaging. Using up-to-date learning design and simple, accessible technology, the course runs on an easy-to-use learning platform available via the Internet. The course is designed for teachers who want to build on their knowledge and practice in teaching and learning with technology. It will run over five weeks and requires approximately three to five hours of time each week. Designed to accommodate teachers’ busy schedules, the course offers flexibility with options for learning the content. You will learn from readings, videos, discussions with other participants and instructors, meaningful exercises, quizzes and short assignments. Certification is available for those who wish to complete all required exercises and quizzes.

Address of the bookmark: https://www.telmooc.org/

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