Cognitive Reasoning
Multiple sets of knowledge and multiple ways to solve a problem lead to complexity in developing models
Begin by identifying problems to be solved (significant and difficult)
Establish benchmarks or best practices
Analyze the gaps in novices to develop instruction
BioWorld
Collect Data
Form a Hypothesis
Calibrate - (How sure are you)
Reflection: Interesting that the need to modify content was identified as essential to teach, but not strategies to assist students in using their meta-cognitive skills
Computers can help - but it brings back the idea of students needing to be in the loop
Regulation of metacognitive tasks is essential
Computers can assist in cognitive tasks
Computers can lessen the load of lower level cognitive tasks (remembering info)
Can provide access to scenarios and problem solving
Allow learners to test hypothesis and receive immediate feedback
For CBL to be metacognitive
Students need to be able to set their own goals and adjust resources to meet them
Students must make decisions about the learning context
Must support the meta-cognitive process of regulation on some level
Self-efficacy - ones ability to judge their own capability(Schunk, 1991)
If low, tasks will/may be avoided
Own performance is the most reliable guide
Encouragement will be fleeting if positive results are not reached
Biology can trick you
Perceived / Locus of control
Self-efficacy most related to capacity beliefs
Can be separated, but do offer some influence on each other
Expectations and value
More important / achievable a goal, the more likely one is to pursue it
Influence performance, but cannot guarantee it without aptitude
Efficacy appraisal
More correlational - more effort required can spur a lower feeling of self-efficacy
Self-confidence - most similar to self-efficacy
Both are component part of self-concept
Development of Self-Efficacy
Goal setting - proximal and reasonably challenging
Allowing students to set goals seems more effective
Further long term research is required
Ability to process info
Influenced by strategies
More effort = better learning ?
Reflection: Are we helping students by providing info in their preferred formats?
Modeling, think alouds / mental models
Feedback
Early can increase feelings of self-confidence, but only when effort has been exerted
Rewards can be motivating
Extrinsic Rewards (Deci, Koestner, & Ryan, 2001)
Debate - Do extrinsic rewards decrease intrinsic motivation
Cognitive Evaluation Theory
Need to be competent and determine ones own learning leads motivation
Information context of rewards increase feelings of self-determination
Controlling aspect, decreases self-determination
Feedback / Verbal feedback - dependent on the context and intention of the instructor
Tangible rewards - far more likely to feel controlling, especially if linked to performance
Found to be more beneficial for adults / college level learners
Reflection: How does one increase intrinsic motivation, especially in community college learners
Reflection: Are grades/points included in the study?