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inBrain kennissessie Motivatie mei 2013
inBrain kennissessie Motivatie mei 2013
inBrain kennissessie Motivatie mei 2013
inBrain kennissessie Motivatie mei 2013
inBrain kennissessie Motivatie mei 2013

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inBrain kennissessie Motivatie mei 2013

Editor's Notes

  1. In haar TED speech haalde Daphne Koller Plutarchus aan. Een mooi begin om eens dieper te kijken naar hoe we eigenlijk omgaan met ons “leren”. Koller: Stop fillingstudentsmindswith content bylecturing at students but talk withthemandignitecreativity, imaginationandproblemsolvingabilities
  2. Motivatie: Hoge mate van interactie. Vaak games. Games vertellen een verhaal op grafische en interactieve wijze. Emoties komen aan bod bij “Boss fights” etc
  3. Verschil tussen Lecturelearning (college’s van een uur) en Active Learning (korte stukken lecture voor theorie en daarna toepassen van kennis in kennisvragen en toepassingen)
  4. Verschil tussen Lecturelearning (college’s van een uur) en Active Learning (korte stukken lecture voor theorie en daarna toepassen van kennis in kennisvragen en toepassingen)In feite is dit wat Coursera nastreeft. Let ook op de “due dates” bij MOOC’s. Ook dit zijn motiverende aspecten voor de meer intrinsiek gemotiveerde studenten.
  5. Vygotzky: Zone of proximaldevelopment. Al op jonge leeftijd zijn mensen gemotiveerd doordat ze acteren op het gebied wat ze maar net goed kunnen. Leerkracht dient daarbij te ondersteunen.
  6. Flow theorie. Flow = staat van ultieme intrinsieke motivatie. Flowchannel. Wij gebruiken dit om cursisten te motiveren via SBL of CBSL.Toegevoegd (wikipedia):Csikszentmihalyi identified intrinsic motivation as a powerful trait to possess to optimize and enhance positive experience, feelings, and overall well-being as a result of challenging experiences. The results indicated a new personality construct, a term Csikszentmihalyi called work orientation, which is characterized by “achievement, endurance, cognitive structure, order, play, and low impulsivity." A high level of work orientation in students is said to be a better predictor of grades and fulfillment of long-term goals than any school or household environmental influence
  7. Video wordt gebruikt om juist de herkenbaarheid en de herkenbare emotie te bereiken en zelfs te versterken. Realiteit maakt betrokkenheid groter.
  8. Aanwezige kennis is essentieel voor SBL. Zie ook Krathwohl (van Bloom’staxonomy afgeleid). Zonder de basis (kennis) kan er niets op hoger niveau plaatsvinden. In SBL bieden we een platform waarbinnen alle stappen van Krathwohl worden doorlopen met als einddoel het creeeren van een conclusie.
  9. Emoties zijn zeer belangrijk. Ze pinnen het geheugen, met name gebaseerd op Flash Bulb memorie (9-11). Maar bedenk ook eens hoe je bepaalde zaken uit je verleden nog goed weet en hoe vaak daar een bepaalde emotie bij op te roepen is, overigens naast Flow. Maar helaas ook vaak geur hetgeen nog niet echt toepasbaar is in SBL (wel in ARG’s overigens)
  10. Realistische verhalen die behoren bij emoties zijn essentieel om de cursist betrokken te houden
  11. Samenvattend. Wij gebruiken dit voorgaande in meer of mindere mate. Wil je aan de slag met SBL dan is het essentieel om deze slide te onthouden
  12. SBL is op zichzelf ook weer een onderdeel van een optimaal leerontwerp, leerpad, routing.
  13. Het adaptive gedeelte zorgt voor de kennisvergaring, de SBL voor de toepassing en fungeert daarmee direct als toets. Uiteraard is hier gebruik te maken van alternatieven als ARG, gaming, simulatie en is dit zelfs te koppelen aan LRS’sen via de TinCan gedachte.
  14. Voorbeeld is onze CBSL voor BoehringerIngelheim. Including koppeling met SMS.
  15. SBL is met easygenerator sneller en goedkoper te maken. Het kan zomaar een factor4 schelen in prijs!