One of the topics often debated in teacher preparation programs is extrinsic motivation versus intrinsic motivation. Getting a handle on what extrinsically motivates a student is theoretically what keeps them moving forward. Extrinsic motivators are fine, but the result of any extrinsic motivation program should be the development of an intrinsic motivation program. As a result, pre-professional teachers are taught that using extrinsic motivation judiciously and purposefully helps a person develop their sense of intrinsic motivation so that extrinsic motivation is not needed as much.

For a nice brief example of this, please look at this article and the comments on this post.

Extrinsic and intrinsic motivation work on adults, too. I’ve read a few pieces recently on various recruiting and business blogs on employee retention. Most retention programs make the mistake of dealing solely with extrinsic rewards. This is something akin to teaching a rat to play basketball. You got the ball through the basket, have a treat. The rat eventually learns that putting the rolly thing through the weird hole in the air will get him a treat. So the rat will do this for a bit until he decides he’s bored with the treat, so he just stops performing until he is rewarded with a better treat, or even two treats. The rat is not motivated out of his sense of self to make the basket.

It’s not much different for employees. There are only so many times that appreciation snacks, branded toys, and gift certificates will work in motivating employees whose main motivation is these tangible rewards. When they can no longer get the outside motivator, they either become bitter about how the company doesn’t even know they exist or they simply move on to a perceived better reward system.

Being appreciated is motivating, but being able to motivate oneself leads to far better results.

When I work on designing my websites, I am nearly obsessed with making them standards-compliant. Since I’m learning, I’ve kind of adapted this attitude that I might as well learn correctly.

One design issue that I have not been so aggressive about, even though I have friends who may not be able to view my site well, is accessibility. Quite simply, I haven’t really known where to start learning about how to address accessibility issues. I know about the need to create your fonts in such a way that someone resizing the page can make the font be the size they need. I now know that underlining links is a good idea, and I even know that part of the reason it’s a good idea is to help someone using an aural browser identify links.

Then, I found this awesome post on SitePoint. Many of the commenters linked to tools that allow you to check your site’s accessibility where those with color blindness are concerned. I ran both of my current sites through and was pleased to discover that I am not excluding this portion of my potential audience.

Now that I’m working on redesigning both sites, you can bet I’ll be using some of the tools in these comments to make sure my sites don’t shut out people.

In my efforts to learn about e-learning and to give the appearance of staying up-to-date on the field, I like to explore various blogs and online publications. Recently, I stumbled onto this article, written by a man whose blog has probably been referenced repeatedly already in this blog.

I’ll admit, when I first started reading the article, I had little or no idea what “information cascading” was. However, now I understand that an informational cascade takes place when someone is making decisions based on information gathered from someone other than himself. It’s interesting to see it named, as it’s something that happens all too frequently. One person looks at an artifact and creates their impression of it. They share that impression with someone else, who then forms their own impression of the first person’s impression instead of the artifact. That person then goes to someone else with their impression of the first person’s impression and a decision is made based on the impression of the impression instead of the decision maker’s own impression of the artifact itself.

The included papers and case studies just paint a very interesting picture of what happens when the decision maker is removed from the interaction with the artifact itself. Very valuable lesson.

I should be packing right now.  In a few days, I m transplanting my cat and myself to the other side of the country, where I intend to wipe clean the last few years of my life and venture forth into the world for a fresh start.  I’ve been generally stumbling that direction for several months now, and am happy to have such a strong positive change in my life.

A change of scenery can be one of the most healing things in the world.  If you don’t believe, take one day to drive at least an hour away from home.  Do things that relax you and drive you to fits of focused energy.  See how refreshed you are when you get home.  I often joke that when I went on vacation in June, it was one of the best decisions I ever made.  However, I’ve come to realize that it was during my summer job that I actually started to feel more like myself again.

Change is good.

It’s not just my location that’s changing.  I feel like I’m trying to change various other things as well.  I am trying to move from a cubicle junkie to a freelancer or a small business owner.  To that end, I am looking at both my business website and my personal website (and all the little side sites that seem to go along with each.  I’ve decided neither is serving their purpose well.  Neither attracts much attention, even from me.  I feel myself wanting to change both, and having little idea what I want to change it to while at the same time knowing how it should change.

I’ve tried looking about for websites that are focused similarly to elements of my fledgling business and found none that struck my fancy.  Sometimes, it’s easier to create when you can say, “I want something similar to Site X.” or “Feature X would be so nifty to incorporate into a web site.”

Perhaps I need to sit down and write my wish lists for both sites and work from there.

I like to occasionally stray from the topics of learning to be technically minded and just learning to publish my thoughts on a hobby. Today will be one of those diversions.

Back story: I am what is known as a “gamer chick”. I like to indulge in various types of games. For a little over a year, I was even a “tournament babe” for a friend’s game store. As a result, I have developed a sort of side interest in how playing these games, especially tradeable card games (TCGs), come into play in a young gamer’s development.

One of the factors that interests me is the potential for these young people to develop a raw ability to devise plausible strategies at a moment’s notice, handle changes to that strategy gracefully, how to crawl inside the opposition’s head to adjust the strategy, and how to take take calculated risks. I’ve even made a guess that it helps them decide just how much risk they feel comfortable assuming.

Until a year ago, I had absolutely no interest in this subject. I watched Pokemon and Digimon, analyzing them for character development issues. Pokemon has always annoyed me with its focus on fighting and breeding creatures for fighting. I have, however, enjoyed the segment of the show called “Who’s That Pokemon?” I’ve even become proficient at identifying the pokemon in question.

Last year, I became aware of a cartoon based on a game: Yu-Gi-Oh. I ended up watching it by accident one day. Aside from the horrid dialogue and the general lack of acting ability of the cast, I was fascinated at how the duels were presented. The characters actually duel with the game cards, discussing their strategy through various dramatic techniques. There was some evidence that this manner of presentation was helping children better understand the ins and outs of the game and how to plan their strategies. (I’d love to be part of a group actively researching this!)

Recently, Yu-Gi-Oh added a new segment around the commercial breaks. Yami gives the viewers a glimpse of a monster, asking the viewer to identify the monster. With each break, the view encompasses more of the monster until revealing the entire monster. Completely pointless in terms of the show, it is the response to the four-year-old game of “Who’s That Pokemon?”

When Pokemon introduced its new season two weeks ago, it had a small surprise for viewers. The enjoyable “Who’s That Pokemon?” segment has been replaced! Now, viewers are shown a pokemon and have to decide which of three pokemon would be the best to defeat that pokemon. When they return from the break, they reveal the correct answer. This is, quite obviously, an attempt to bring usable strategy tips to their show.

It’s an interesting development in the TCG/Cartoon industry.

Author’s Note: The really funny part of this is that I thought I had posted this to this blog, since I know I didn’t post it in my gamer girl blog, which has already been replaced with this category.

Ever had one of those days where your web site’s color scheme looks a lot like your mismatched wardrobe. Here’s a list of sites designed to help those of us who can’t coordinate without help.

It’s focused on helping web designers pick colors for websites, but I’m not afraid to admit I have used HTML color palettes to design craft projects and a painter’s color wheel to create color palettes for websites!

I’ve decided to take a break from my creativity championing to share links from another design area I’m rather fond of, even if I am still learning the ropes.

I’ve been semi-seriously learning HMTL, XHTML, and CSS for probably a year now.  w3 Schools has become one of my best friends and I think I subscribe to no fewer than four of the blogs at Sitepoint. I’m even considering buying one of the Sitepoint books because the sample chapters make sense to me and I have a nightmare every time I try to work with positioning.

I have a website that actually displays correctly in Opera! I’m very proud of that accomplishment.  It’s terribly simple and doesn’t really meet the needs of my budding business, but I’m still proud of it for a first serious attempt.

Then the other day, I came across this article.  I’m so excited.  It’s written so that a newbie like me can actually read, understand, and learn from it.  I plan to go through this article bit by bit and improve my website as I read through.

Here is an interesting article on the role of simulations in education.  This actually deals with an online simulation where scenarios are set up and explained to the student beforehand.

Exercises like these simulations are an excellent way to navigate around two of the larger problems in trying to teach: trying to demonstrate relevance of task and giving experience to the studied theory.

It’s reminders like this that remind me why I made the deliberate choice to get into informal education!

For the first time, my newly-developed process of saving links of articles I want to look at for possible blogging or personal use has failed.  I found an article on a piece of software that helps you structure information into outline formats.  It’s like Outlook, but in an outline.  I wanted to take another look at it to see if it would help me tame my to-do list a bit.

My current method is fairly simple.  Find a link I want to write about and schedule it into the appropriate Task category in Outlook.  Find a link that I think looks marginally interesting and file it away in Notes.  (I have given some thought to trying out a knowledge management software like Flow to help me better keep up with this.) For the rest of my life, I place a big task in its appropriate category in Tasks and then detail smaller steps in the details section of that task.

The problem, which becomes larger by the day, is that I can’t schedule smaller tasks for specific days.  I can look at a big task and decided what actions to take that day, which is a nice and freeing thought.  I just feel like I’m not moving forward or staying on task.

Ultimately, I think I’d like to design a new organizer for myself.  I’ve given several thoughts to it as I have forced Outlook to be as close to what I need as it can.  In my ideal organizer, it would have the standard organizer dividers: calendar, to-do, notes, contacts.  The calendar would be normal, with the ability to tab between month, week, and day view.  The to-do section would have a perma list, full of the daily routines, and then it would have the ability to create categories that have the option to not be shown on the main page of the organizer. You would also be able to break tasks down and assign due dates to different parts. The notes would have the ability to be accessed from the front page as noted by the user.

The viewing page (which I think I have decided will be the front page) would default to a divided page.  I’m thinking three columns, but I understand I’m overly partial to three-column designs.  The main column would be in the center and would have the daily schedule and the to-do list specific to that day, regardless of the categories.  On the left, there would be a minilist of all to-do items that have no due date and notes listed by title for quick access.  On the right, there would be a mini-calendar with days that have scheduled activities and to-do items not on the permalist indicated somehow.  Below that would be an abbreviated week schedule showing appointments and upcoming non-permalist to-do items.

For now, though, I’ll continue in my attempts to make Outlook be the best little organizer it can be!

It has always amazed me how often problem-solving activities are assigned to keep the gifted students quiet while waiting for their classmates to finish their work. This article does a great job of showing what happens when you open those activities to all of your students. This is such a great idea, and it equips all of your students with the ability to look at various problems and solve them.

He has also included some great ideas for other areas where puzzle projects can be used to help enhance lessons.

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