As a followup to yesterday’s post on Angela Duckworth and her research/advocacy for the importance, perhaps equal or greater to that of traditionally defined intelligence, of cultivating self-control and grit/perseverance in our students, it seemed useful to share this fine short lecture from Paul Kim, of Stanford.
I’ve been participating with some moderate profit in Professor Kim’s Stanford MOOC, Designing Learning Environments. (any other readers out there participating? I still need to build my team). Kim’s most recent lecture was on a topic that I’ve increasingly recognized must be woven into every aspect of technology integration: the importance of and more importantly, the techniques of attention, concentration, and self-control.
Even better, Kim’s lecture synthesizes the argument for self-control with the technology of student self-monitoring and self-tracking, an element of learning analytics I’m especially interested in. (All quotes are from the video above.)
Basically, I would like to ask you to consider designing a learning environment that can trigger and help your students learn to better manage their own learning. I can never overemphasize the importance of this need for a learning environment design.
Kim offers the useful observation that while online learning, relative to traditional school-based learning, offers enormous advantages of convenience, it poses far greater challenges of self-control for students. Simply put, if students have to or are very strongly expected to attend school every day, and go to scheduled classes for an hour or two at a time, they have much fewer decisions to make about their learning program, and they have, at least much of the time, a peer/social group there with them and supportive encouraging adults personally steering them forward. But in an asynchronous online learning, none of this is the case– and so self-discipline for making your work progress is much more important. (more…)