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‘Credit where credit’s due’: encouraging and rewarding self directed learning through technology homework

conference contribution
posted on 2006-05-04, 10:04 authored by Andrew R. Hine, Jonathan Pine
This paper discusses a school based project exploring the use of a credit based rewards system and differentiated homework activity to encourage students to become 'self-directed' learners in Technology work. The paper outlines a curriculum development in which students were rewarded with a credit each time they 'self-directed' to complete a homework task that was beyond their minimum expected performance. A snap shot review of the students' activities is reported with students' comments from interviews and examples of the methods of differentiation that were employed.

History

School

  • Design

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  • IDATER Archive

Pages

52330 bytes

Citation

HINE and PINE, 2000. ‘Credit where credit’s due’: encouraging and rewarding self directed learning through technology homework. IDATER 2000 Conference, Loughborough: Loughborough University

Publisher

© Loughborough University

Publication date

2000

Notes

This is a conference paper.

Language

  • en

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