This is the title of a paper in assessment in education by k, eccleston in 2007
Here’s a summary
We know what ‘learning autonomy’ is and that it’s important but its v hard to implement
Formative assessment it beneficial in vocational courses to boost learning confidence, plus others.
A topology of motivation
Yes, we have ideas of ‘intrinsic’ and ‘extrinsic’. German researchers have expanded this to include self-determination and personal agency. This links old ideas of effort, luck ability and difficulty of task to a sense of agency or locus of control.
Motivation is also affected by social environment and influences.
Amotivated learners
· Lack direction for motivation
· Apathetic
· Hard to change
· A need for external motivation to get moving again
External
· Need rewards or reinforcements
· Reviews of progress, deadlines
· Should not be seen as bad, and sometimes needed to move out of low points
Introjected/internalised
· Learner is reliant on a strong exernal, but internalised structure or process
· Tasks are broken down into small steps with very direct learning outcomes
· But it is not self-determining
· Inititally empowering, Can straight jacket learning
Identified
· Maybe seen as a burden by learner
· But is connected by learning with moving to a desired outcome
Intrinsic
· Enjoyment of learning
· Sometimes it is there when teachers don’t realise
· Learning is highly self-determined and independant of external contingencies
Interested
· Learner assigns value and personal meaning to content or activity
· Links with maslow’s self-actualisation’
· ‘becoming-somebody’
Movement between states is v changeable and personal. But what can help?
· Student autonomy
· Support for competence
· Social relations
· Relevance of content
Quality of teaching and learning design
Teachers interest
Topology of autonomy – this is more difficult
· Personal – technical – procedural – critical
How do these to systems work together?
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