Pisa International Student Assessment: A critical review

What if skills and engagement to take exams are the main reason for success or failure? Are really East Asian school-systems that similar to e.g. European that a comparison is possible in concern of reliability and validity? Why are not understanding and creativity measured, but just knowledge-chunks? Math, Science and Reading skills, what about the other subjects? With these questions in mind, does the Pisa International Student Assessment really say anything about the conditions in… Continue reading

Three profound reasons to Sweden’s failure in Pisa 2012

With all problems with this kind of tests in mind that I have written about earlier on eLearningworld the PISA Student Assessment still give some indication of the conditions in school. To summarise the three points below they all can be traced back to failured policies of the Ministry of Education during the recent years. 1.Increasing amount of administration for the teachers with stress and less education-time as a result The Minister of Education’s answer:… Continue reading

Educational reforms mostly based on ideology, best guesses and hope

According to Professor Emeritus Larry Cuban at Stanford University educational reforms to a large extent is based on political hype that is characterised by unrealistic expectations. This is the conclusion of a study of 23 American educational reforms. From this perspective Professor Gunnel Colnerud at Linköping University in Sweden writes on Dagens Nyheter Debate (Sweden’s largest quality daily paper) that this goes for Sweden too, that; “Reform tiredness threatens the quality”. Read the excellent article… Continue reading

External Motivation Part 6: How tutors can motivate eLearners

The road to become an effective eLearner means gain the ability to use technology to her own advantage e.g. in order to able to create her own personal learning environment. Here is one of the fields where generation differences are shown as was indicated in this article-series first part. In this article component three and four on how tutors as well as eLearning-developers can motivate eLearners will be described. 3. Motivate with technology Developers of… Continue reading

Why isn’t there any R&D for better schools?

There is a lot of political discussions in most countries about education. Mostly from a determination to keep the old instrumental vision of knowledge from the Industrial Society running without that much of a competition. With this background Jim Shelton, Assistant Deputy Secretary for Innovation and Improvement at the US Department of Education, asks: Where is the R&D for better schools? Because there is very little. Which means that there is no direct bridge between… Continue reading

External Motivation Part 5: How a tutor can motivate eLearners

The following four components show how tutors can motivate eLearners. They have been constructed after an analysis of several studies that is based on eLearners experience of online-learning. Despite significant differences in comparison with traditional education the tutor is a very important part in the learning-process according to eLearners. But the requirements of an online-tutor differ. Especially the tutor’s engagement for online-learning as a method is crucial. Since eLearners often at the same time are… Continue reading

External Motivation Part 4: Balance formal & informal learning

The successful e-course-tutor is a good marketer of the course’s different parts as well as technical tools and creates a ”culture” that encourage activity, give options to many alternative forms of support and shows the aims with the course. This means that the challenge for the tutor is to introduce how the eLearner can use the content and applications and where it will lead. Formal and informal motivation However, significantly more than in traditional education… Continue reading

Intrinsic Motivation Part 3: Driving-forces and eLearning

Cognitive science shows that the more senses that are involved when you are learning the more you remember. With this conclusion a well-developed eLearning environment will become a perfect starting-point for learning. This is improved by the prospects of developing content that besides qualitative knowledge-creation also intend to empower the intrinsic motivation. Emotional intelligence Peter Gärdenfors, professor of Cognitive Science, writes in his book ”The desire to understand” (In Swedish: Lusten att förstå) that there is… Continue reading

Intrinsic Motivation Part 2: Emotion and rationality

In western philosophy, there is a strong tendency to separate common sense from emotion. The school-system is one of the most apparent examples on this profound misapprehension.  Professor Peter Gärdenfors writes: ”Without emotional evaluation of different activities and their consequences, our will would not have any direction.” This means that the emotions’ support for rationality is crucial for its function. Since the school-systems focus on external motivation a significant problem occur in an educational perspective. Intrinsic… Continue reading

Study Motivation and eLearning … A summary

  The following series of articles is about the characteristics of a motivating study environment that is based on eLearning. But it will also show how the student’s own driving forces affect the learning in such an environment. Below some of the results will be presented that will be analysed in the following articles. Intrinsic study motivation Research shows that powerful intrinsic study motivation has little or no effect on the study result! However, there are… Continue reading