Aprendiendo a Distancia

La motivation des étudiants est un  problème épineux. J'aime bien l'approche assez complet du problème.

Love it. These skills, gained and practiced support nearly every social, business, or personal interaction. Yay!

Psychology incorporates all of these "things": You should be in the classroom when Freud's 5 psychosexual stages are put forward (humour, lively environment and wonder!).

Start the class with pop music which links to the topic (understanding their world). 

At the first lesson when I have asked students to write on the board what they want from the lessons (the only one of the above they have ever written down was humour). When I asked them to give me examples of what they meant, they could not. When I explained that they needed to tell me what they meant by "fun classes", as I was I trained to teach and tutor, not to make jokes, they were unable to tell me.

When I conducted conformity research by having a group of students walking down the corridor dancing to music played over the intercom to see whether other students would conform by joining in, I demonstrated what they meant by fun. 

I have learnt from more enlightened others that a Tutor / Educator guides by pointing out where to find the relevant information plus discussion questions which allows learners to share information, analyse and evaluate during class. After more questions which stimulate arguments, the learners are given a question to answer. 

Some wonderful questions that I look forward to answering.

¿Hay diferencia entre "alumno" y "aprendiz" y entre "profesor" y "educador"?

1. Send out a small questionnaire before the eLearning module asking learners to rate a variety of things, including something like, “Becoming more skilled at my job is important to me.”
2. Enable the learner to see the progress they’re making. Show how many courses they’ve completed, videos they’ve watched, or skills they’ve acquired.
3. Get written feedback for the eLearning courses. If feedback is critical, it shows where you can improve, but if it’s positive, learners will act in a way that’s consistent with that feedback. If Jon Q. Learner writes that the course is an excellent way to learn the new software, this commitment to belief is likely to be self-perpetuating. He’ll be more interested in future courses because it’s consistent with his belief that the lesson was helpful. The act of writing down positive feedback also plays into social proof.

ideias avancee para uma aprendizagem a distancia mais humanizada e que facao sentido realmente...Curti !

Check also:

- http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Engage-ME%21

- http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Motivation

¿Qué motiva a los estudiantes a comprometerse en la escuela?

Many students are not motivated in the right way. if asked, they would say they go to school because everyone else does. It is also less effective for a student to say they have to do well to get on to the next level o their education. Giving more grades than feedback can turn"marks" into currency. Extrinisic motivation doesn't get students truly involved in their learning.Only initrinsically motivated students can truly be challenged in school.