 Okay, so the next talk is why would you consider a student driven learning by Peter Smith's so go ahead. Thank you very much. So there we go. Cool. Yeah, my name is Peter. I'm from Dream. I'll spare you the elaborate introductions just that apparently in the Netherlands we love silent eyes. So we just said dream and just Peter with an extra eye. I'm passionate for stimulating intrinsic learning motivation in students and today I'd like to talk to you about that topic briefly. So let's start with the question why are we teaching? So why are we educating our students? One of the biggest reasons of course is to help prepare our students for their future career. So to improve their employability, their career readiness. Another motivation of a teacher instructor might be to see the lights in the eyes light up when they explain something and students get it. However, we know that teaching and preparing there our students is getting more and more complex in a situation in which we currently are also seeing the previous talk and other changes in society not only caused by technology innovations but also through climate changes. Globalization would lead to a lot of unpredictability in the sense of what we are preparing the students for and what and how to design our education. So we don't really know what the future occupations of our students will look like. We do know however that change as a constant requires a lot of flexibility not only on our end as teachers, as instructors, as educators but also at the end especially at the end of our students that are learners and also it requires a lot of responsibility at our learners and to be responsible for their own learning process. Therefore we are putting an increasing amount of importance to lifelong learning and lifelong development. Then asking why our students are learning ideally the answer would be also to help prepare for a future career, to help achieve goals but if you ask for the honest answer a lot of students will admit that they learn because they are expected to. We see that during their educational journey students learn more and more especially after primary secondary education going into further and higher education. There's a lot of focus being put on extrinsic motivation of students and we see a decline of intrinsic motivation along their learning journey. And a quote that is exemplary of this is something like I'm not going to this class as it's not mandatory because I'm sure it will be boring. Which implies that the students experience their education as something that they consume as a consumer rather than something they direct as owners. And also many of our current practices really inhibit this intrinsic motivation so we do things like grading assessments, big data that is available since the rise of technology and technology-aided learning, digital supervision of course and infamously proctoring during the pandemic. On the other hand we're trying to counter that with practices like more personalized education, more flexible education, more self-reliant learning and then the question is how can we do better in that. I'd like to do a quick check-in with you guys. No, I'm not going to do that. I'll save the time for the next quick check-in. So I have another one planned. First before we dive into the how. No, not before we dive into the how. I'd like to include some theory on designing for intrinsic motivation really help stimulate the intrinsic motivation of learners when you design your education when you design learning experiences especially when you design learning experiences that are partly digital. So there's this taxonomy from an old study already. I think this study has been carried out before I was born so more than 35 years ago but still very valid and still very valid also validated lots of times afterwards and in order to help design for intrinsic motivation there are a couple of strategies that you can use and in your design of your education. The first one is challenge offering challenge to the students which is quite an obvious one. So really offer them a way to be challenged so not too easy not too difficult ideally the perfect flow for them and it's also translated into they should have a 50% chance of succeeding meaning it's not too easy not too hard. The perfect place between anxiety and boredom work with a lot of proximal goals so if you set goals for the students or if you help students set their own goals thank you. Make sure these goals are achievable and not too far away so not a goal that's only there at the end of the third year when you're starting in your first year and also if you giving feedback to the students on their performance make sure it's very obstative obstative is a very nice word we don't have in the Netherlands unfortunately but it means self-referential so if you give feedback don't compare the students performance to a norm nor to the group of other students but give feedback based on their previous achievements their previous performance that's really important. Also if you think of awarding or nominating best performing students you could do it like you could choose to do it like a top three performing students of your class which is very demotivating for the majority of the rest of the class. You can also choose to personalize that similar to when you're running a race you know who's in front of you you know who's behind you but you don't know and you don't want to know who's all the way at the front because that's unreachable but you might want to know who's right in front of you because you can maybe learn from them in the learning context but also overtake them or improve your own performance. So to elaborate on that there's this two by two achievement goal framework that explains how we are motivated in the sense of challenge so we are either approaching happy things or avoiding negative things and it's either compared to your own performance to yourself or sorry it's either appealing to your ego so comparing to the performance of others or compared to the task you're doing compared to yeah self-referential competence and the left top quadrant is the best place to focus your achievement feedback on. The next one is curiosity, stimulating curiosity by surprise discovery and the way you can do that is providing a sense of inconsistency in content. When we see some inconsistency that's the thing we're focusing on so if you imagine having a roof filled with these tiles might be 200 tiles in a roof that only needs to be one missing and that's the thing you're noticing you're not noticing the rest there's an inconsistency there that's what your focus is on so that's a really powerful motivator to help resolve that inconsistency there's also something you can do in your learning content that you bring to the student yeah I think my example was more related to incompleteness but you get a sense so to really stimulate their curiosity about what you have and what you present them with. The next thing is also quite obvious, provide them with a sense of control and this control must be powerful and meaningful so if you're talking about an online environment if you let them choose the background color that's control but it is not meaningful if you let them choose what they what goals they set of or what steps they want to take to achieve that goal that's meaningful that's powerful and that really helps intrinsic motivation and the last one is fantasy and then I'm not talking about unicorns as opposed to the image might suggest I'm talking about appealing to what the students their their mental space mental picture of their worlds so that you can do using real world examples things they can identify identify with they can imagine they can relate to and also appeal to personal interests of the students so these four strategies help to build intrinsic motivation and also can be elaborated on and thanks can have a perfect place when you design student driven learning so in student driven learning it's the ideal way to offer not only personalized flexible and self-recorded learning but also account for all these four strategies offer challenge spark curiosity provide control and trigger fantasy but then there are of course a few challenges to self-recorded learning and offering a lot of control and freedom to our students so now I'd like to you to answer this checking question no which is the next one well I was asked to use VVox but then I want to go to the next one that don't seem yeah it's the same it's not this one it should be not a one well uh seen the time I'd like to just continue so I hope your answer would have been to this question something related to the same word I already used unbreakability so one of the challenges or all the challenges that you will face with giving students a lot of control a lot of self-reactedness is another factor of unbreakability of how your students will learn what they will do and what their outcomes will look like and for that purpose you can employ a student's own portfolio so e-portfolio which you can scaffold and help set boundaries in which students can take control what control they don't have especially when it's integrated with your VLE and really use such a portfolio digital portfolio for assessment as well as development allowing for authentic assessments flexible challenge personal control and reflective learning as well so really a tool that offers ample facilities for adequate scaffolding one of these tools is portflow and portflow offers a student-owned portfolio integrated with the VLE built on these principles I just explained so it's a ritual to appeal to this intrinsic motivation it teaches students to take ownership of their education rather than being consumers of their education and it also harnesses their flexibility to deal with unpredictability of their future it addresses diversity by promoting individual strengths competencies then rather than focusing on their weaknesses and their skill gaps and also allows you to be a holistic view get a holistic view of the students performance students strengths including their extracurricular extracurricular activities and learning experiences in the Netherlands we have quite a few institutions universities of all levels using portflow already and also employing port for specifically for this reason to deal with unpredictability to empower students to take ownership of their own education scaffolded in combination with the VLE we can tell you all about it on one other moment afterwards upstairs or tomorrow again and yeah that was my presentation I'll wait until you kind of pass the question no no questions okay can you tell us just sorry can you tell us a bit how would this tool work in practical terms so any case studies that you can kind of draw on yeah so um we do have a case case study upstairs I also brought some with me and so we see that more and more institutions are focusing on skills to help prepare students for their future career and skills that are not bound to single courses so skills that are learned and acquired throughout the entire curriculum or also even in older chosen activities and then this portfolio is used to allow students to collect evidence of their learning experiences into one single place share that with peers people within their institution and also outside of the institution friends family external experts to give them feedback on their progress towards their goals competency skills and then for example in this case this program has transformed their curriculum towards more of a holistic set of goals that students need to be working on and then they get feedback a couple of times during the semester from various people and then at a later stage they do a high stakes assessment based on all the previously received feedback students okay any other question there's one question over there yeah I'll come over gonna make it my steps in thank you I can see your basings around students be intrinsically motivated but is this therefore quite good for students who are intrinsically motivated but what about students who have never really experienced so much agency before and so much ownership yeah how do we get them to get involved without continually prodding them yeah yeah that's that's a very good question so I think that's where the scaffolding comes in so a lot of our students have been spoiled maybe by their previous education getting used to being told what they need to do to get their marks get their grades past the exam and not being used to taking ownership of their own learning so the scaffolding we have included in this tool but also is included in in many digital tools is based on the idea that you can I would say that provide guidelines guide rails to for example help students set their goals you can offer templates that they help them set their structure of their portfolio help them set the proximal goals and then you can really differentiate that based on the students needs if you notice a student is more ready to take ownership you can for example leave setting goals up to them fully or give less of a template let us less of scaffolding okay any other questions okay thank you very much to both of you very interesting