MDST*1030 Lecture Notes - Lecture 10: Motivation, Situated Learning, Richard E. Nisbett
Week 11: Scientific Looking, Vision and Truth, Television/Film/Video Games as cultural artifacts
Learning in the 21st Century
-I have never let my schooling interfere with my education. —Mark Twain
-Often, things that kids are good at are not valued. The subjects that are most highly valued—
such as Math and Science— are remnants of the Academic institutions conceived in the
intellectual culture of the Enlightenment and the economic circumstances of the Industrial
Revolution.
-The hierarchy of subjects listed within provincial report cards gives us a good indication that
despite the fact that we are now living in a different age, with entirely different concerns for the
future and with different economic realities, (not to mention wildly different occupational
possibilities) we nonetheless continue to model our educational institutions in a fashion that has
changed very little since the time of their conception.
-In this order: English/French, Math — divided into 5 sections, Science, History/Geography,
Physical Education, Arts/Music, Dance/Drama
Overcompensation in Education
-An experiment conducted with groups of five-year old children by Mark Lepper, David Greene,
and Richard Nisbett showed that intrinsic interest in an activity is decreased when children
expect extrinsic rewards to engage in that activity and that children who expected no rewards
showed continued interest in the activity compared to the children who expected rewards for
the target behaviour (1973).
-In traditional K-12 classrooms, the extrinsic rewards of formal learning (good grades, academic
credit, social/parental approval) can act to undermine the intrinsic desire to learn, however, by
introducing tasks as game-based challenges, it is possible to re-frame educational goals to
include meaningful, curiosity-driven exercises that do not fall into the trap of unnecessarily
rewarding intrinsically satisfying behaviour.
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find more resources at oneclass.com
* Mechanics of Gaming on different sheet
Mechanics of Gaming: Why Games are Ideal Learning Environments
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Week 11: scientific looking, vision and truth, television/film/video games as cultural artifacts. I have never let my schooling interfere with my education. Often, things that kids are good at are not valued. The subjects that are most highly valued such as math and science are remnants of the academic institutions conceived in the intellectual culture of the enlightenment and the economic circumstances of the industrial. In this order: english/french, math divided into 5 sections, science, history/geography, Mechanics of gaming: why games are ideal learning environments. Cs kszentmih lyi in his seminal work, flow: the psychology of optimal experience, Cs kszentmih lyi outlines his theory that people are happiest when they are in a state of flow. Flow: it is a state in which people are so involved in an activity that nothing else seems to matter. The idea of flow is identical to the feeling of being in the zone or in the groove.
