Kevin Rose, founder of Digg, shares some of his research and insights in this video 9 Ways to Take Your Site from One to One Million Users.
The first point he makes is about Ego. He hits the nail on the head when he asks us to consider whether what we offer does anything to increase users' self-worth. There is much research to support this. This is good business practice and has much to do with user uptake of any offering. I think we should keep this in mind when we develop learning resources or any programme in which learner participation is crucial. In order to develop engaging and effective learning, we need to connect with learners and cultivate learning dispositions. He examines the Twitter story and why Followers work and how simple rewards and perks can make all the difference. Definitely worth thinking about in this world where the locus of control in education and training is now shifting and learning is a social activity. You can read a little bit more about psychology and understanding the people you design for here, How to Understand Your Users with Personas.
Showing posts with label Learning Dispositions. Show all posts
Showing posts with label Learning Dispositions. Show all posts
Thursday, 5 November 2009
Tuesday, 26 August 2008
Self-directed Learning and Learning Dispositions
We need to develop independent, self-directed learners who are able to adapt to the demands of this new world that is constantly in flux. Self-directed learning requires both capabilities (skills, strategies and abilities required for learning), as well as the disposition to learn.
Carr and Claxton (2002) recognised that learners must not just be able; they must be ready and willing to learn. It could be generalised that the relationship between capability and disposition is bidirectional and linear – ability in a particular arena generates success, which leads to a greater inclination toward the activity. Conversely, an inclination to persevere in an activity leads to greater engagement and the development of ability. The caveat to this is that,
“…the relationship is an uncertain one. Capability does not always produce disposition, nor vice versa. Education for lifelong learning has, therefore, to attend to the cultivation of positive learning dispositions, as well as of effective learning skills.”
While numerous writers have offered different opinions about the dispositions relevant for learning, Carr and Claxton (2002: 109) consider the three prime learning dispositions to be:
1. Resilience: the desire to persist with learning despite setbacks.
2. Playfulness: the ability to experiment and consider unlikely possibilities, a vital ingredient in creativity.
3. Reciprocity: seeking a variety of channels to express and exchange ideas.
Carr and Claxton (2002: 127) further suggest that the learning dispositions are “important building blocks for life-long learning” and that there is a need for educational settings that “exemplify and encourage their development”.
In the design of learning and learning environments, territories are often defined by learning objectives. It's critical to look beyond immediate objectives and offer avenues for the development of learning dispositions. This includes providing activities that build confidence and self-esteem, encourage search, exploration, enquiry, experimentation and play, rather than providing readymade answers. It's also important to ask why and how questions, to develop skills for justification of answers, and facilitate dialogue and discussion.
Reference:
Carr, M., & Claxton, G. (2002).Tracking the Development of Learning Dispositions, in Assessment in Education, Vol. 9, No.1, 2002. In Daniels H., & Edwards A., eds. (2004) The Routledge Farmer Reader in Psychology of Education (pp. 106 -131). RoutledgeFalmer.
Carr and Claxton (2002) recognised that learners must not just be able; they must be ready and willing to learn. It could be generalised that the relationship between capability and disposition is bidirectional and linear – ability in a particular arena generates success, which leads to a greater inclination toward the activity. Conversely, an inclination to persevere in an activity leads to greater engagement and the development of ability. The caveat to this is that,
“…the relationship is an uncertain one. Capability does not always produce disposition, nor vice versa. Education for lifelong learning has, therefore, to attend to the cultivation of positive learning dispositions, as well as of effective learning skills.”
While numerous writers have offered different opinions about the dispositions relevant for learning, Carr and Claxton (2002: 109) consider the three prime learning dispositions to be:
1. Resilience: the desire to persist with learning despite setbacks.
2. Playfulness: the ability to experiment and consider unlikely possibilities, a vital ingredient in creativity.
3. Reciprocity: seeking a variety of channels to express and exchange ideas.
Carr and Claxton (2002: 127) further suggest that the learning dispositions are “important building blocks for life-long learning” and that there is a need for educational settings that “exemplify and encourage their development”.
In the design of learning and learning environments, territories are often defined by learning objectives. It's critical to look beyond immediate objectives and offer avenues for the development of learning dispositions. This includes providing activities that build confidence and self-esteem, encourage search, exploration, enquiry, experimentation and play, rather than providing readymade answers. It's also important to ask why and how questions, to develop skills for justification of answers, and facilitate dialogue and discussion.
Reference:
Carr, M., & Claxton, G. (2002).Tracking the Development of Learning Dispositions, in Assessment in Education, Vol. 9, No.1, 2002. In Daniels H., & Edwards A., eds. (2004) The Routledge Farmer Reader in Psychology of Education (pp. 106 -131). RoutledgeFalmer.
Thursday, 22 November 2007
A small world: Cultural Inclusion
It's been a while since I last blogged. I was writing my dissertation and it'll be submitted next week. The Nature of Learning from Science Theatre. Always had a passion for theatre and do love spending time at the Science Centre. What better way to get the best of both worlds?
Have learned a lot. Will share it slowly on this blog. For the moment, a little more about the need for inclusion. Learn more in this article by Alex Kozulin, et.al.:
Cognitive Enrichment of Culturally Different Students: Feuerstein's Theory
Every little bit toward inclusion helps. Remember, it's a small world after all.
Have learned a lot. Will share it slowly on this blog. For the moment, a little more about the need for inclusion. Learn more in this article by Alex Kozulin, et.al.:
Cognitive Enrichment of Culturally Different Students: Feuerstein's Theory
Every little bit toward inclusion helps. Remember, it's a small world after all.
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