Bonnie - Congrats on getting the first post up early. This is an excellent introductory blog, and I'm happy to report that you don't have a single grammar error.  Your writing is very clear and direct. Well done.

Angie

The tough part with writing is to have creative play and the space to learn while integrating our current thought process into a perfect paper.  Students must express themselves and new learning, but still consider the audience level is gradute and has high expectations, including content we may not really be interested in learning. I have added a group to mais 606 so we may all learn from the edits Angie is conducting and help each other to learn the academic writing process we value.  Please join the group 606 MAIS and feel free to message me anytime in regards to group learning or fragmented sentences which is what I am working on presently.  IF you have edits to comment please highlight and comment after in bold as this process has been great for me in novlel writing for published works.

Thank you

Kim

Jon, your paper brings to mind a few things that I have been thinking about lately. One is the idea of gamification in courses. I wonder if some of the appeal of games isn't that they are bounded in specific ways with knowable rules. As both a student and and a teacher, I was always aware of the need to "find out what the professor wants" in order to get that A. That is, I wanted to know the rules of the game. In some ways, gamification reinforces the established teaching-learning patterns. It may even speak to a need many feel for extrinsic pressures to perform. Competition as well as collaboration might be one of the benefits of social learning.

Only one of my five kids loves to get up and ride a racing bike every day--the others are like me in that they know exercise is good for them and it is fun once they get started, but they need some outside motivation. It usually comes in the form of encouragment/pressure from friends, loved ones, doctors, or scary Internet videos. As a teacher, I tried to remember that many, if not most, of my students felt about learning English composition the way I feel about exercise. It will never be a natural pursuit, but that does not let me as a teacher off the hook with respect to doing my best to create an environment that supports those who need the extra push as well as delight those who don't.

It's true that assessment is mostly used as an enforcement tool, but it seems to me that ideally it's a learning tool. In active learning situations where people learn by applying content to solve a problem or create something new, what they produce is evidence of what they have learned. Reading and writing are the main tools we use in academic learning, but there are many ways we can engage learners in these activities beyond the essay and test that invite cheating and plagiarism.  So I would like to see assessment and teaching more closely aligned rather than decoupling them.

Speaking of plagiarism and cheating, I really like what you said about the appropriate role of teachers--they don't need to make students do anything, including refrain from cheating. I do think, though, that while teachers should not be required to provide pedagogies to enforce compliance, they should work with learning designers to provide learning activities/assessments that make cheating and plagiarism irrelevant. Policing for plagiarism was not a role I could ever accept as a writing instructor--we may well come upon plagiarized material in student writing in the course of giving feedback, but that is a teachable moment, not an occaision to penalize beyond a failing grade. And the social and professional consequences of being caught cheating or plagiarizing should be part of the disucussion in any writing course.

As  you said, education is not only about job skills. Learning ways of thinking--the kinds of theorectical lenses that anthropology and sociology provide, for example--has always been the greatest value of a university education. While outsiders sometimes make amazing leaps that forward a discipline, for most, the socialization into a professional discourse is a necessary step for moving ahead in life. The autodidact often comes up with a skewed version of a discipline that is not helpful, and I think this can happen in networks of learners without sufficient guidance. It makes being a teacher in this kind of environment all the more challenging. Educational developers take it as a given that university professors mostly have not really learned to teach or design courses well. The new learning environments put us all in that boat. We all need to learn new ways to share and create knowledge.

Thanks for a stimulating paper!

Thanks for the stimulating response, Mary!

I largely agree re gamification, as long as (as rightly you imply) it's not pointsification. I particularly like that you can fail frequently in most games and only progress when you are ready, able, and willing -we can learn from that. Apart from anything else, accreditation would be less harmful if we could keep trying until we succeeded. Not sure about competition, though: it can have a place but can be two-edged sword, especially when we are seeking creativity and expansive thinking, and it can put pressure on in ways that can be positively harmful to both winners and (especially) to losers. The educational game can and maybe should be played to win, but it doesn't have to be part of the rules that winning means beating others, let alone scoring points.

Re motivation, it is certainly true that there are things we need to do which do not intrinsically motivate us (at least, not straight away). Social support is indeed crucial: it really helps to see that what we are doing matters to others, that others care. It is also a critically important teacher role to help learners to see why doing something unpleasant or to which they are indifferent aligns with their own personal goals and values - it's about encouraging internally regulated extrinsic motivation rather than pushing, I think.

I totally agree about assessment as a learning tool: I know of no theory of learning that does not explicitly emphasize the importance of feedback, and learning goals are really useful things. The problem is not assessment as such (though grades are normally a bad idea) but accreditation. As you say, there are lots of ways to provide evidence of learning and lots of means of assessment that naturally lend themselves to providing such evidence without accreditation becoming the reason for learning.

I agree about plagiarism etc too.  If we divorced accreditation from learning then it would largely vanish: we would be letting people learn, not making them learn. It would make no sense for learners to cheat when literally the only person they are cheating is themselves. It would be almost inevitable that learning designers would design activities that make plagiarism irrelevant, too, because the only reason for undertaking them would be to learn, not to (summatively) assess. For now, given the constraints that we are forced to work under, I agree that mindful learning design and constructive alignment can make a huge difference.

I think it remains one of the most critical roles of universities to nurture scholarly networks, and it makes great sense to continue to teach much as ever, as long as we don't force learners to comply, so I'm not too worried about the perils of autodidacticism as long as we nurture those networks wisely and teach well. I think it is useful to have scholars with a duty of care in such networks, who can help to minimize the risks, but there is also a role for crowd-driven collectives to help sort the good from the bad (including those scholars). Without such means of identifying value, as well as checks and balances on those means, self-organizing networks are potentially dangerous, thanks to Matthew Effects, filter bubbles, and echo chambers, amongst other things, that can reinforce bad patterns and ignorance: good for networks, bad for learning. Of course, that is not a bad description of academia in general. It's one big web of trust that, with its tribes, disciplines, peer reviews and so on, illustrates all the good and bad aspects of self-organizing networks! In many ways, it rewards the already rich, separates more than it connects, is filled with cliques, is answerable only to itself, and reinforces doctrine. Of course, it does have mechanisms designed to soften this, but that's the point: those mechanisms are designed. We can improve those designs.

"Re: Perhaps more alarming, many felt under pressure to reach their daily targets (79%) and that their daily routines were controlled by Fitbit (59%).

Uhm, a research study on the (positive) impact of such devices on (bad) habits one wishes to discard would be ideal at this point in time -- thoughts?

Indeed, sometimes a bit of extrinsic motivation can help to get us over humps. If you weigh 200 kilos then the good of reducing that probably outweighs the harm of extrinsic motivation, as there is immediate and pressing danger to self, and extrinsic motivation can often achieve immediate results. But it is still not a good method. Long term, it is positively harmful to cultivating lifelong habits that persist, unless you keep piling it on indefinitely. Short term, at best, it is far less effective than cultivating intrinsic or internally regulated motivation, albeit that it may achieve its effects more rapidly at first. Typically, it kills intrinsic motivation stone dead.

Theory distinguishes two distinct forms of extrinsic motivation: external regulation and internal regulation. External regulation is nearly always bad, unless non-compliance would cause immediate harm (e.g. we might externally regulate our kids if they are doing something dangerous or unkind). Internal regulation can be very good. It comes in several flavours - introjected, identified, or integrated  - where we do things not because they give us joy, but because (for instance) we feel we should (it fits our beliefs, or what we believe others think we should do), or because it aligns with our image of ourselves, or because it is needed to achieve some further goal that matters to us. Such internally regulated extrinsic motivation is both necessary and useful, especially when it contributes to a sense of self-worth and value, and it can contribute to achieving a sufficient level of performance to become intrinsically motivated (e.g. when we practice scales to become more capable musicians). This is why I greatly prefer tools like my Pebble watch that simply inform us, thereby supporting us in reaching our own goals and cultivating the habits we want to cultivate. This is why good (human) trainers help trainees to find the motivation within themselves, to reflect on what they want to achieve and how they want to achieve it, who praise effective behaviours rather than the individual, who listen to what trainees want to achieve, who explain the value of doing things a certain way, illustrate the problems with bad habits, show that they care, lead by example, and so on. Good teachers help students find reasons that matter to them for doing things they don't naturally enjoy doing, and support them in overcoming humps along the way.

Dumb devices that achieve those ends by telling you to get up and jog, and berate you for not meeting goals you did not set yourself (whether by implication or directly) might achieve immediate effects but they are either deliberately or inadvertently creating an addiction. Short term, it works, but it has the opposite effect when you take it away. There have been literally thousands of studies and experiments that have shown this quite conclusively, across all walks of life. Knowing this, for all the short-term good it may achieve, I think it is positively immoral to continue making such things.

re: "Good teachers help students find reasons that matter to them for doing things they don't naturally enjoy doing, and support them in overcoming humps along the way."

and "...good (human) trainers help trainees to find the motivation within themselves..."

Point taken. Thank you for the informative paragraph on motivation. 

I need to learn more about what is available in wearables, including the Pebble watch you mentioned. 

I find your posts both informative and interesting- thanks! 

Ab fab my goldoy man.
- Leaidan