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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/1364

Title: ‘Credit where credit’s due’: encouraging and rewarding self directed learning through technology homework
Authors: Hine, Andrew
Pine, Jonathan
Keywords: differentiation
disaffection
homework
learning
reward
self-directed
Issue Date: 2000
Publisher: © Loughborough University
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
Abstract: 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.
Description: This is a conference paper.
URI: https://dspace.lboro.ac.uk/2134/1364
Appears in Collections:IDATER Archive

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