Schools have a special power (role in) to wipe-out all elements of intrinsic motivation by bringing carrots and sticks to the equation. Because, that is one way they keep perpetuating in relevance.. I think this (Killing intrinsic motivation) is the wrong way to stay relevant. https://twitter.com/johnywrites/status/1303973306140295168?s=20 https://twitter.com/johnywrites/status/1303975971502977025?s=20 https://twitter.com/johnywrites/status/1303983347949953024?s=20 https://twitter.com/johnywrites/status/1303984150878199809?s=20
Category: Behavior design
Self-Control, Marshmallow, Replication Crisis
Your fate cannot be determined solely by a test of your ability at age 5 to resist the temptation of one marshmallow for 15 minutes to get two marshmallows( Article) https://twitter.com/johnywrites/status/1303218012720308227?s=20
From blog Gsstudy.com to blog Johnywrites.com
I started blogging inspired by Seth Godin. His inspiring words deeply fueled my persistence for last several years and helped me to set my moto as "blog no matter what & fight perfectionism". His advice on blogging has been at the core of what inspired my continued maintenance of Gsstudy.com for last few years as … Continue reading From blog Gsstudy.com to blog Johnywrites.com
BJ Fogg & Nir Eyal models are perfect continuum.
I think BJ Fogg's MAT( or MAP) framework and Nir Eyal Hook framework are a perfect continuum and should be read in an integrated way for practical purpose. https://twitter.com/johnywrites/status/1257010432818049024 BJ Fogg's MAT framework includes 3 variables Motivation, Ability and Trigger. https://www.youtube.com/watch?v=7LJW-kYNo7k MotivationAbilityTrigger Nir's Hooked model includes 4 variables Trigger, Action, Reward and Investment. https://www.youtube.com/watch?v=UBct-mn74Pw Trigger.Action.Reward … Continue reading BJ Fogg & Nir Eyal models are perfect continuum.
Tweet: Stanford study on Meta-cognition and Self-regulation.
https://twitter.com/ulrichboser/status/1173716439523635201 "According to the Educational Endowment Foundation (EEF), which performs studies to try and close achievement gaps, metacognition"and feedback are two most effective educational interventions it has tested. In this study, Stanford researcher Patricia Chen et al conducted two field experiments: Selected university students were offered a variety of prompts to help them think about how they studied, … Continue reading Tweet: Stanford study on Meta-cognition and Self-regulation.
Tweet: Measuring actual learning versus feeling of learning.
https://twitter.com/ulrichboser/status/1171102215475531778 This study compared passive lectures with active learning using a randomized experimental approach and identical course materials The study reached the following findings; Students in the active classroom learn more.But, they feel like they learn less. It shows that this negative correlation is caused mostly by the increased cognitive effort required during active learning.
Tweet: Big Fish Little Pond Effect
Big Fish Little Pond Effect: Students in higher-achieving schools will compare themselves with peers and consider themselves less capable, while equally performing students in lower-achieving settings have more confidence.#Education #learning https://t.co/nChvvJDIso— Kiran Johny (@johnywrites) December 3, 2018“Big-fish-little-pond” is a concept in which students in higher-achieving schools will compare themselves with their peers and consider themselves … Continue reading Tweet: Big Fish Little Pond Effect
Tweet: Stanford study on how the brain decides what to learn by Xiaoke Chen and Greg Nachtrab
Neuro-scientists know a lot about how our brains learn new things, but not much about how they choose what to focus on while they learn. According to this study, a part of the brain called the paraventricular thalamus, or PVT, serves as a kind of gatekeeper, making sure that the brain identifies and tracks the … Continue reading Tweet: Stanford study on how the brain decides what to learn by Xiaoke Chen and Greg Nachtrab
Tweet: Damaging intrinsic motivation by external intervention.
External rewards or punishment can drive out elements of intrinsic motivation , But worse part is the life long effect of such branding which follows the student like a shadow. https://t.co/vIJTR7DZzT— Kiran Johny (@johnywrites) October 12, 2018There is phenomena called Motivation crowding out in psychology. It suggest that providing extrinsic incentives for certain kinds of behavior, … Continue reading Tweet: Damaging intrinsic motivation by external intervention.
Tweet: What drives students to want to work hard ? How Choice become effective in student learning ?
All About Motivation: Autonomy, responsibility, and other insights into what drives students to want to work hard and to like ithttps://t.co/IuSo0mVe1b— Kiran Johny (@johnywrites) October 1, 2018 This article answers following 4 questions. Does offering students a choice in assignments lead to greater engagement? How do we allow for inquiry while still ensuring learning (the proficiency of … Continue reading Tweet: What drives students to want to work hard ? How Choice become effective in student learning ?
Tweet: Is coursifying learning really helping or harming learning ?
Do we really need to coursify things which we may have natural inclination to learn, Killing the intrinsic M with something extrinsic.Or a certificate(signifier) will lead to Looking-glass self, Makes me think systematically like a philosopher or Social Scientist. https://t.co/vnmfOtAMuU— Kiran Johny (@johnywrites) September 19, 2018https://platform.twitter.com/widgets.jsIn the discussion of education and its purpose there are … Continue reading Tweet: Is coursifying learning really helping or harming learning ?
Tweet: Dopamine, Reward and its anticipation by Robert Sapolsky
"Once reward contingencies are learned, dopamine is less about reward than about its anticipation. The pleasure is in the anticipation of reward, and the reward itself is nearly an afterthought (unless, of course, the reward fails to arrive,) "M. Sapolsky— Kiran Johny (@johnywrites) September 10, 2018https://platform.twitter.com/widgets.js\Robert Sapolsky, professor of biology and neurology at Stanford University, … Continue reading Tweet: Dopamine, Reward and its anticipation by Robert Sapolsky
Tweet: Showing what success looks like.
Showing what success looks like: the magic of models @HFletcherWood https://t.co/pnNzNVYet7— Kiran Johny (@johnywrites) September 3, 2018https://platform.twitter.com/widgets.jsHarry Fletcher-Wood suggests that ( Post) : Students who know what success looks like have a goal and know how to achieve it. But using learning objectives as a way to create goals of learning in each cases are … Continue reading Tweet: Showing what success looks like.
Tweet: Behavioral Economics and workplace learning
Behavioral Econ and Learning: Learning leaders can use prospect theory to engage employees around learning and development by highlighting the potential pain of standing pat in their current situation rather than selling them on the potential benefits.https://t.co/u22B90KPZL— Kiran Johny (@johnywrites) August 29, 2018https://platform.twitter.com/widgets.jsWhile the above article focus on application of Behavioral economics in workplace there … Continue reading Tweet: Behavioral Economics and workplace learning
Tweet: Hyper-correction of high-confidence errors.
The hypercorrection effect is the idea that high-confidence errors are more likely to be corrected after feedback than are low-confidence errors (Butterfield & Metcalfe, 2001) This idea seems to me as a very good reason why we need to design learning environment which encourages trying failing and correcting mistakes without any punishment associated with it.(Eg, … Continue reading Tweet: Hyper-correction of high-confidence errors.
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