1.Effective motive
profiles and swarm compositions for motivated particle swarm optimisation
applied to task allocation
Abstract: This paper examines the
behaviour of agents with four distinct motive profiles with the aim of
identifying the most effective profiles and swarm compositions to aid task
discovery and allocation in a motivated particle swarm optimisation algorithm.
We first examine the behaviour of agents with affiliation, achievement and
power motive profiles and the impact on behaviour when these profiles are
perturbed. We then examine the behaviour of swarms with different compositions
of agents motivated by affiliation, achievement, power and a new leadership
motive profile. Results show that affiliation-motivated agents tend to perform
local search and allocate themselves to tasks. In contrast, power-motivated
agents tend to explore to find new tasks. These agents perform better in the
presence of achievement-motivated agents, informing the design of the
leadership motive profile, which demonstrates good performance in two task
allocation settings studied in this paper.
2.Open Badges: Novel Means to
Motivate, Scaffold and Recognize Learning
Abstract: This
report is centered on the emerging concept and technology of Open Badges (OBs)
that are offering novel means and practices of motivating, scaffolding,
recognizing, and credentialing learning. OBs are closely associated with values
such as openness and learners’ agency, participatory learning and peer-learning
communities. This report points to the distinctive features of OBs and how they
have positioned OBs as suitable candidates for addressing some of the pressing
challenges in the context of lifelong learning, including (but not limited to)
(1) recognition of learning in multiple and diverse environments that go beyond
traditional classrooms; (2) recognition of diverse kinds of skills and
knowledge, including soft and general skills; (3) support for alternative forms
of assessment; (4) the need for transparent and easily verifiable digital
credentials. The report also offers an overview of the major issues and
challenges that might delay or even prevent widespread adoption of this
emerging technology.
3.Teachers'
intrinsic vs. extrinsic instructional
goals predict their classroom motivating styles
Abstract: We introduce the
concept of teachers' intrinsic vs.
extrinsic instructional goals and demonstrate its contribution to teachers'
classroom motivating styles using independent samples across four studies.
Based on self-determination theory,
we hypothesized that the more teachers adopted intrinsic instructional goals
the more they would rely on an autonomy-supportive motivating style, and the
more they adopted extrinsic instructional goals the more they would rely on a
controlling motivating style. Because no measure existed to assess intrinsic
vs. extrinsic instructional goals, we created the new 4-scale, 16-item Teacher
Goals Questionnaire (TGQ) in Study 1, using a pool of 72 candidate items and data from 212
fulltime K-12 teachers. In Study 2, we demonstrated the TGQ's construct and
factorial validity by sampling 149 fulltime K-12 teachers. In Study 3, we
tested our hypothesized model by sampling 147 fulltime K-12 teachers who
reported their instructional goals on the TGQ and their motivating styles on
two separate measures. Structural equation modeling analyses confirmed the
hypothesized model. In Study 4, we replicated the findings from Study 3, using
a multilevel sample (92 secondary teachers, 2749 students), a longitudinal
research design, and student measures of teachers' motivating styles. The
discussion focuses on instructional goals as key antecedents of teachers'
classroom motivating styles.
4.Reaching Out to
Students from Title I Schools
Abstract: A university's literacy
festival can promote reading and foster the idea that books make a difference,
especially to undersupported students from Title I schools. A literacy festival
featuring a variety of diverse authors presenting hands-on workshops showcasing
their literary craft can enable students from Title I schools to engage with
the authors and can motivate students from diverse backgrounds to develop an
excitement for reading. It can also motivate teachers and librarians to use
literature that reflects their population to engage students in reading and can
transform teacher candidates' understanding of students from diverse
backgrounds. The authors describe how a university College of Education's
literacy festival was implemented and explore how it provided an opportunity
for children in low-socioeconomic-status communities to be exposed to books and
authors of quality children's literature.
5.How
To Motivate Students
To Study before They Enter the Lab
Abstract: Laboratory
exercises constitute an important part of chemical and biochemical courses at
the university level. Nevertheless, students frequently are insufficiently
prepared for the practical work, which often reduces their work to the level of
a technician. A system designed to motivatestudents to study prior to
the laboratory exercise was introduced. Initial sessions and preliminary tests
were held prior to the exercises. As a consequence students studied more before
the exercise than in the previous system. The time burden for students was not
considerably increased, since the reports were shortened and written
immediately after the exercise. Communication between students and teaching
assistants, which was also a weak point of the previous system, improved.
Students performed significantly better on the final exam and exhibited a
positive attitude towards the changes.
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