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