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From blogging to
self-regulatedlearning inmusic
Eddy Chong (Dr)Nanyang Technological University Institute of Education
Asia-Pacific Educational Research Association International ConferenceHong Kong Institute of Education28-30 Nov 2006
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Two educational ideals
1. Motivate students to become self-regulated learners
2. Induct students into the discipline: modeof thinking in music
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Pilot Study No. 1
Student-owned blogging strategy
Sample size: 6
4 out of a choice of 6 blogging tasks
Learning objective: higher-order thinkingin music
Post-study survey
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Pilot Study No. 2
Group-owned blogging strategy
Sample size: 2 groups of 3
Blogging task: group project on pop songsor musicals
Learning objectives: higher-order thinking +more integrative & collaborative learning
Post-study survey
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Two pedagogical maxims
1. Allow students to take ownership
2. Teacher needs to be involved throughout
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Self-determination Theory(Deci & Ryan, 1985)
Two kinds of motivation:
1.
Intrinsic motivation
2. Extrinsic motivation
i. External regulation
ii. Introjected regulationiii. Identified regulation
iv. Integrated regulation
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Condition for intrinsically-motivatedbehaviours
Satisfaction of innate psychological needs:
The need for autonomy: self-determination
The need for (perceived) competence
Supported by
Informational environment: satisfy theneed for a sense of relatedness
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Methodology
Data in the form of
Students blog discourse
Post-study survey
One student independent essay
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Methodology
Harters (1981) motivation scalei. Motivated by curiosity vs motivated by desire to
please teacher
ii. Motivated by desire for personal satisfaction vsmotivated by grades
iii. Preference for challenging schoolwork vspreference for easy assignments
iv. Independent vs dependent learning
v. Having internal criteria for success/failure vsdepending on external ones
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Edu-blogging in SDT terms
Extrinsic and amotivating factors Deadlines and grades
Public exposure
Peer evaluation Students heavy workload
IT-related problems
Doomed for failure?
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Mitigating factors
Element of choice
Informational supports
Effectance-promoting feedback Expectation to teach
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Extent of intrinsically-motivatedbehaviourCircumstantial evidence:
Motivated by curiosity vs motivated by desire toplease teacher
Motivated by desire for personal satisfaction vsmotivated by grades
Preference for challenging schoolwork vs
preference for easy assignments Independent vs dependent learning
? Having internal criteria for success/failure vsdepending on external ones
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Extent of learning-to-be
I Evidence of disciplinary thinking in music(incl. higher-order thinking)
I Permanent assimilation?
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In essence,
be mindful of the effects of intrinsic andextrinsic motivating factors as well as of thelearning environment to meet innate
psychological needs
craft blog-based assignments that foster
learning-to-be
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Thank you
Contact: [email protected]