I was reading "Social Pedagogies as a Framework for Online Learning"
http://derekbruff.org/?p=1599 and I immediately thought of TBL. While one
focus of this article is on-line learning and technologies (the author
literally wrote the book on clickers), it seems to me that the success of
TBL comes from its very social nature.
I was very much struck by this part:
Ken [Bain] argued that deep learning is hard work and thus requires
well-motivated students. Social pedagogies can provide sufficiently
strong motivations since representing knowledge for authentic
audiences can satisfy students’ desires for connection and sharing.
If application exercises are ungraded (as most of us seem to do), it seems
to me that much of the student motivation for them comes from peer
effects, which would seem to be mostly intrinsic.
Also, Dan Pink's book "Drive" describes how extrinsic motivations leads to
poorer results in cognitively demanding tasks. His TED video does a good
job of summarizing his main points. It very much seems to fit into this
framework. Finally, "Grading Practices: Liabilities of the Points System"
http://www.facultyfocus.com/articles/teaching-professor-blog/grading-practices-liabilities-of-the-points-system/
makes much the same point.
- Bill
--
Bill Goffe
Department of Economics
SUNY Oswego, 416 Mahar Hall
Oswego, NY 13126
315-312-3444(v), 315-312-5444(f)
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