Improving student performance through intrinsic motivationMotivation can be either intrinsic or extrinsic. Intrinsic motivation describes behaviour driven by internal rewards, that is behaviour one engages in because it is naturally satisfying, while extrinsically motivated behaviour stems from the expectation of external rewards like money and praise. Though a student’s drive or desire to learn can most often be traced to an external influence, be it impactful teachers or recurring evaluations, students with an internal drive to learn typically display more resolve and engage in more consistent action, making intrinsic motivation a valuable asset to possess.
Implementing and combining different teaching strategiesOne of the greatest issues of today’s education is its short-term focus on academic results and the lack of importance attributed to long-term learning and understanding. The consequence in terms of learning strategies is the overwhelming practice of cramming among students of all ages, despite the long-standing proof that spreading learning across numerous shorter sessions is far more effective for the creation of durable memories than fewer longer studying sessions.
6 ways to improve the value of your learning - Sally Ann MooreSally Ann Moore May 2015 1. Focus on results, rather than training An organisation is a value added system, bringing together people, processes, and products that equal more than the sum of their respective parts. That is how profit is made. So if you want to improve performance in a business, you need to understand the value-added process within that organisation. To do so, you need to talk to key people in the company and understand the results they aim to achieve.
Guest Blogger: Brian White “How & why I flipped my classroom”Brian White is a biology professor at the University of Massachusetts Amherst. Wooclap had the pleasure of interviewing him regarding his experience with Blended Learning, and flipped classrooms in particular. The flipped classroom, one of Blended Learning’s best known concepts, is an instructional strategy that reverses the traditional learning process. While theoretical content is delivered out of the classroom, through online platforms for example, practical applications, which were previously part of homework, are dealt with during classes.
The Notion of Interaction: “We need to rethink it”The interactive experience is not just a time for debates and questions. It’s part of it, but it’s also a time for discussion and exchange, where we come to serve the theory. How can we reconcile interaction? First, interaction must be based on two aspects: The temporal aspect: It is necessary to dedicate time to interaction. The human units: Classically, there is the teacher and then the pupils, taken either collectively or individually.
How to Make learning Effective?Key learning principles From a neurobiological point of view, learning alters the brain. Small amounts of stress are good for learning, but higher levels have a negative impact on it. Enough sleep, adequate nutrition, and physical exercise promote good learning. Active learning. Neuroscience fundamentals Altering the brain: For effective learning to take place, the brain requires conditions to help it change in response to a stimulus and to help it produce new neurons.
Gamification: “We Learn Better by Playing”If you find the term “game” unsettling, you can also call it a “simulation”. Why is “gaming” so effective in learning? Marie-Jo Leroux, Director of 42 Comets, explains it as follows: Emotion: The game seeks to involve the learner’s emotions by immersing him in participative situations and by stimulating his desire to find solutions in order to succeed. Interactions: Playing games promotes teamwork and competition, and it naturally encourages learners to interact with each other, further reinforcing the learning process.
Guest Blogger: Yannig Raffenel gives 3 tips to create a good training courseThe correct way to create a course is to avoid diving into the course content, and revisiting the fundamentals of teaching engineering. This means: #1 Placing the student at the heart of the course What must the student know or be able to do once (s)he has finished the programme? #2 Building pyramids of objectives, for which you have a clear purpose, and a way to evaluate the effectiveness of the tasks you have asked your applicants to perform.
3 Mistakes to avoid when creating a training course:Here below are three common mistakes to avoid when creating a training course according to EdTech Expert, Yannig Raffenel. The most common mistakes educators make when developing a programme are to: take command of a course and dive right into the content start creating content, using different tools, without having evaluated the prerequisites, and without having any clear objective get lost in a maze of content without giving any meaning or direction to what they are doing.
The 10 Most Famous Neuromyths by Philippe Lacroix (3/3)Welcome back for the third and final Blog post on Philippe Lacroix’s 10 most famous Neuromyths. Neuromyth N°7: « Female/Young brains favour multitasking » It is often said that women and younger generations are more skilled at multitasking activities. To the question, “Are they more productive by taking care of multiple tasks at once?”, the scientific answer is categorically “No”. On the contrary, cumulating tasks in parallel puts more strain on the brain.
The 10 Most Famous Neuromyths by Philippe Lacroix (2/3)The long awaited second part of this series of posts is finally here! So without further delay, here are another three widespread neuromyths, explained by our guest blogger Philippe Lacroix. Neuromyth N°4: « There are three styles of learning » This myth, which particularly spread among teachers, claims every learner has a preferred way of learning: visual, auditory, or kinesthetic. These preferences, when they manifest, are really just work habits, and science shows that conforming to them adds no benefits.
The 10 Most Famous Neuromyths by Philippe Lacroix (1/3)Neuromyths are misconceptions surrounding the functioning of the human brain. Due to simplifications made by the media, political and commercial motives, and researchers’ rush to publish flashy results, people accept an erroneous, incomplete, or preliminary notion as an innovative revelation. Though most of these myths are eventually disproven, they have usually taken hold in people’s minds before that happens. We will be sharing 10 of the most famous neuromyths and their falsely-claimed neuroscientific foundation.
GUEST Blogger: Philippe Lacroix Explains What Rapid Learning Is and What the Rapid Aspect Is AboutPhilippe Lacroix is co-founder of the International Learning and Development Institute (IL&DI), a consulting firm specialised in innovation regarding training and Digital Learning. He explains what rapid learning is and what the rapid aspect is about. Rapid Learning, micro learning, nano learning… There are so many new « learnings », we don’t know what to make of them anymore. Let’s focus on Rapid Learning. Does it mean people learn faster, or is it a way to accelerate production?
GUEST Blogger: Yannig Raffenel Points Out the Top Three Mistakes to Avoid When Creating A Training…Yannig Raffenel is responsible for EdTech & Digital Learning projects at MAIF. According to him, the most common mistakes educators make when developing a learning programme, are to: Take command of a course and dive right into the content Start creating content, using different tools, without having evaluated the prerequisites, and without having any clear objective Get lost in a maze of content without giving any meaning or direction to what they are doing.
5 key tips to make our brains more efficientFollowing several studies on the functioning of the human brain, researchers at the Pasteur Institute gave us 5 key tips to help make our grey matter more efficient. Sleep well Exercise regularly Perform intellectual exercises Avoid bodily pollution (stress, drugs, pollution, noise — internal and external factors) Interact and collaborate with others While discussing the importance of collaboration during training sessions at a conference, Natacha de Saint Vincent explained how tip number 5, namely the interaction with others, could be easily integrated into any training session by means of a digital tool.