A Learning Paradigm: Control Theory of Motivation

It has been stated that behavior is never caused by a response to an outside stimulus. Instead, the behavior is inspired by what a person wants most at any given time. This paradigm envisions the person itself as a learner. Making some progress toward a goal, endow progress to achieve it. The appearance of progress can have strong effect, even some routine tasks result in continued effort to gradually accomplish the goal. The thing is the continuous effort, demonstration at some level and then boosting it to support the previous task. But one should be aware of external factors that might affect the process. That’s why there is a cascade of events.

People have cognitive reasons to perform various actions. In higher education, controlled motivation needs to be assessed during learning process. Students are exposed to different activities and accommodate their needs according to their motivations. So it becomes important to self motivate students by making them building their intrinsic intuition upon each task. Besides the individualism attitude to internalize values, students might be involved in extrinsic processes to correlate two aspects and pursue task oriented activities.

Implementing Technology in Social Learning: Augmented Reality

Widespread use of technology is affecting our daily life. On the spectrum between virtual reality and real world, augmented reality is trying to make events in metaphorical space closer to our real world.

One of the aims of social learning is to create a community. Technology is not able to replace human interactions but it can be an essential component in service learning. Every day people spend several hours in popular technologies, but the question is whether spending time in such types of social networking is harmful? At least it will affect the ways in which people are communicating, collaborating and social networking. These technologies influence our life styles and social constructs. Not surprisingly, these transformations have had impact in education too. The thing is cognitive implication of these technologies and overcoming challenges to achieve a standard learning strategy. One of the programs in educational institutions is to establish centers for implementing technology in education. Even the method that such workspaces are designed affects learning process. Generally what is more important is the appropriateness of the application of technology for educational purposes.

In response to this blog about group working, https://blogs.lt.vt.edu/swhite8/2012/03/07/get-ready-to-cringe-thing-topic-is-on-group-work/, I think implementing technology in schools help students to collaborate with each other and give them an attribute of system thinking. So, technology can inspire group working. Anyway it can’t replace teaching, it is just a tool.

Another Perspective of Issues in Higher Education

I noticed the way that sequences of assignments are organized for this course. In my opinion, tasks are related and are designed to capture thoughts of students. So I decided to search about philosophy of assessment.

In most of theoretical classes, students are evaluated by tests, presentations and projects. Matrix is designed to evaluate students based on the ability to understand and adopt concepts. In new assessment philosophy, it is important to develop global consciousness among students and motivate them to participate in discussions. In my opinion, it should be designed to strengthen their creativity. In developing assessment programs there are several target domains. I will discuss them as cognitive domain, affective domain and participating domain.

In the cognitive domain, the essential goal is to assess reflective thinking of issues. Students should be able to identify a problem, make a hypothesis and explore consequences. So the focus is on the idea, collecting information, synthesizing data and anticipating outcomes. During this process, it is important to keep a global framework in investigations. Another domain is affective domain which is about orientations toward certain issues such as attitudes and values. Students are asked to develop sense of identity, curiosity, empathy with others’ views and are prepared to take stand for future issues. In a global sense, concerns are oriented to global issues within a global perspective. We try to internalize the value of being a global citizen and understand how the global system operates. In this domain instructions are made to develop a global consciousness among students. Another domain that is related to social actions is participating domain. Participating in social actions requires students to develop an understanding of how the whole system operates and orientations are toward making a more sustainable environment.

Items that are mentioned here focus on the development of the global efficacy. In this system students are asked to develop a global consciousness and be involved in participatory actions. These issues are becoming more interesting and needs to be delved more deeply.