Chapter 9: Self Regulation
Think of a situation where you decided to teach yourself how to do a task, and where you had complete control over every aspect of motivation involved.
1. Briefly describe this learning situation, including:
a) Why did you choose to participate?
b) How did you plan your learning strategy?
c) What were your initial goals?
d) What environmental resources did you use (including social)?
2. Were you always a self-regulator? If not, can you remember what learning situation(s) from your past helped guide you in the situation you described above?
For example, until I was about 12, I learned to play the cello completely from established methods (i.e., in my second year, I had to play the pieces in Suzuki's Level 2 book.) When I was 12, my new cello teacher would send me to various cello recitals and concerts, and let me choose which pieces I wanted to learn, which was highly motivating. Recently, I played keyboards in a band, and my bandmates and I wanted to swap roles occasionally. So, I decided to learn how to play the bass, partly because of its similarity to the set-up of the cello. I started by listening to songs and, at concerts, paying more attention to the bassists where I really enjoyed the basslines and style, and tried to play by listening. This method was much more motivating than attempting to learn how to play from a book. I also enlisted the help of the band's real bassist to help guide my learning. If I ever taught music, I would use a combination of these methods, depending on the student.
posted by Vanessa @ 11:14 AM
7 Comments:
I wanted to create an instructor web page with links for students to find class information and instructor information. I wanted to have one web address to give out for all of the classes I teach. I understood the elements of a web page, images, background, hyperlinks, tables and text from lessons I had taught in Word and Internet. I thought I had enough information to build the web page. I found organizing the web page turned into organizing a web site. I realized I had too many categories of information to put on one page, class descriptions, syllabi, lesson outlines, and schedules. Creating the index page was the fun easy part, color, borders, and images. I applied my design understanding that I taught in PowerPoint to help me design the web pages. Deciding how to design the pages for the rest of the information was more difficult, should I organize the pages by class or by category?
I decided to build the web page in FrontPage because that was the program I had on my computer. I gathered textbooks sent to me by publisher on web page design and html to use as resources. I am a hands-on learner so I jumped into the project. I soon realized my goal of having one page for all of the classes I teach in all the different formats (1/2 day or all workshops, 1/2 or full semester length classes) at the different locations were too much to expect to get done in as one project. I would never finish it. So, I revised my plan and decided to work on web pages for each location one at a time. After several attempts at web site design I can now organize and prepare a page for a location in a few hours. Nothing fancy but I am getting the information out to my students.
As long as I can remember I have been a self-regulator. I have always loved learning and I am an early adopter. I enjoy learning new technology, techniques and philosophies. My motivation is the challenge and excitement of learning. I enjoy change.
When I was about 23 I became very interested in backcountry snowboarding and soon after, snowboard mountaineering. At this point I had been a avid snowboarder for many years but had little knowledge of or practical experience with riding on "wild snow" and much less expirence in the details of how to successfully negotiate technical assents and descents. My major motivations for pursuing these ambitions were a love for the mountains and the solace of open spaces coupled with a drive to push the limits of my physical and metal abilities as a snowboarder and a climber.
My learning strategy consisted of first beginning to acquire the specialized gear that I would need to get in to the backcountry. I got a splitboard (a snowboard which can "split" apart to become a part of backcountry skis), some poles and a few other pieces of gear. I then began to go on short, safe tours that were not to far away from civilization. Through this process I learned how to tour, that is how to climb large amounts for vertical rise in a day efficiently and safely. This was really my initial goal. I wanted to go out for a day, away from a ski resort and ski the peaks I had always seen from the resort parking lot.
Learning how to ski tour (well, snowboard tour really) required that I tap in to my learning how to cross country ski (from my distant past). I also relied on more experienced friends to guide me both in terms of technique and safety.
Since accomplishing my initial tour goal. I have sought out formal avalanche assessment instruction and certifications. I have also taught myself how to snow camp comfortably as well as how to pack for a winter backpacking trip with an extremely light load so that I can travel quickly and reach remote destinations.
I have always been a self regulator. Becoming a snowboard mountaineer is just one chapter in a long history that i have with seeking out knowledge. Learning is extremely exciting for me. It is what drives me on a day to day basis.
A little over two years ago I wanted to create something memorable for my oldest daughter, who was graduating from high school at that time (Class of 2002). I decided that "something" would be a video. I already had a background in design and photography, so this would be a matter of learning a video editing program; Final Cut Pro.
My learning strategy began with buying a couple of good books relating not just to Fina Cut Pro, but also video editing techniques. Using these guides, I first became familiar with the various tools, menu selections, and how the software worked. The next phase was to capture footage, bring it into the program, then begin the editing process. Much of the process involved discovery learning as I delved deeper into the software program.
My initial goal was to produce at least 5-8 minutes of video, with a soundtrack. As I completed the first sequence, I began to see other possibilities to the "movie" and became motivated to add more. My learning experience was enhanced by once again returning to the user forums at the Apple site and other digital video sites. I also have a friend who's a professional editor in Hollywood to whom I turned for some real, practical advice. When I was done, I had a 20-minute film, complete with musical score.
Being a self-regulator is almost imperative in my profession (graphic design), so bringing that to this particular instance helped me to accomplish my goal. I felt compelled to learn Final Cut on my own, complete this project on my own, and thus, be able to go on and produce other video projects in the future. As luck would have it, my second daughter graduates this coming June....
I like to pride myself on the fact I am always learning something new. Most recently I decided to explore mountain biking. I have always admired bikers in the bay area, and also noticed that it is a great way to socialize and meet people. I am also an avid hiker, so mountain biking looked like a cool way to get outside.
I am a fan of instruction, at least initially, so I decided to explore different biking clubs to see if any of them offered workshops. Then I could take a class, be introduced to the bike, safety, and techniques.
My initial goal was to successfully mountain bike through the entire workshop :} and get a sense of whether or not the sport would fit my personality enough for me to pursue. I had already taken a road bike workshop and had a sense raod biking may not be my biking style of choice - a little linear, riding in a line on a road for long periods of time...
So I met with a member of Marin Biking Trails Society one Saturday morning. I rented a mountain bike from a bike shop in the city (environmental resource) and took a class with the teacher at Tennesse Valley, Marin. Karen, my teacher, had a very positive attitude and was very upbeat. It was clear she loved sharing her biking, and had lots of experience! I never once felt like I should give up, even when I got tired (which I did, I haven't biked in about 5 years). Karen's belief in me made a huge difference in my belief in myself. I will buy a used mountain bike this weekend, in fact, to see where biking will take me.
My personality is pretty 'self-regulatory'...but when I end up getting frustrated with myself, and feel like not pursuing my goal, I know talking to a mentor or friend is very effective in clearing my head and getting me out of my rut. More often than not they remind me about other successes I have had, and encourage me to embrace the successes I have at the moment.
I graduate from high school when I was 17 years old. In the middle of my senior year my mother kicks me out of her house and I went to stay with my father who had just got out of San Quentin. After high school I got a job at the telephone company but had to quit because I had to have surgery on my left arm.
My father encouraged me to go to a junior college. I attended Contra Costa College for one year and then transferred to UCB. My major motivation for learning was, one I did not want to be poor and two I knew that I could never go back home. I was raised on welfare with my brothers and sisters (five) in a two bed room house in Richmond.
Therefore when I was admitted to UCB it was a major change in my life because I was on my own without a very good support system. My goal was to get a degree in history. My self regulation was to learning how to support myself. I had to learn how to study, pay rent, work, use the library system and develop a political opinion about the demonstration that where happening on campus and in the country. As long as I was in school I could get room and board. I worked part-time jobs and I was successful in getting passing grades so I did not drop-out like a lot of my friends.
There was a student movement going on, and I got support from the Black student union and the Black Panther Party. Black students would get together to support each other and get information about the student movement.I had dinner with Alex Haley author of “Roots” and Angelia Davis and Dr Litwack were my instructors ; they were my models .
I knew that my potential for supporting myself would be greater if I could finish school. I graduate from UCB in 1973 and then joined Teacher Corps. In reflections getting into UCB is where I started self-regulation. I have to live on a very tight budget. I had to make time for work and school; I did not have a car. I was surrounded by a student’s movement that offered me the opportunity to start forming my opinions about the war in Vietnam and the Civil Right movement. I had to be a problem solver to create a new foundation for myself. The University provide me the environment to grow, to question myself and the disequilibrium I needed to gather the resources I needed to use to attain my goals.
I recently took part in teaching myself to use my spring stilts. I wanted to learn how they worked and it seemed like a lot of fun, so I decided to tech myself how to use them.
I knew that for a learning strategy I had to master simply walking around before I could attempt any tricks. My learning strategy entailed learning the basics of balance and how to keep your balance on the stilts. Once I had an idea how this worked I moved onto jogging on them. This learning curve changed dramatically because the stakes of falling at a run are much higher and you are more likely to fall when running.
My initial goals were to jump over a curb and maintain a jog for about 5 seconds. This was very difficult as many of the tactics I used were wrong. The learning strategies were very well developed, however my technique was fatally flawed.
I went to web message boards, and this is where I really began to learn about the actual technique behind jumping stilts. Once I integrated the technique learned from others on the internet I was able to complete more vigorous tricks and hurt my body less.
After I began to learn more about this new sport I learned more from my friends who also use the stilts. We shared ideas on how we use them and what does not work, along with what does. This sharing of ideas made both of us much better at our chosen lesson. Learning from each other simply by watching each other really builds upon the foundation set in the lesson plan.
Learning by going in almost always the best way to truly master any skill. You must embark on the journey to really understand what must be done. You don’t even really know the questions you want to ask until you actually attempt the goal you wish to master.
Lee
Nice blog. Have you seen your google rating? BlogFlux It's Free and you can add a Little Script to your site that will tell everyone your ranking. I think yours was a 3. I guess you'll have to check it out.
Tip Of The Day
Click Fraud and How to Deter It
Pay per click (PPC) advertising continues to gain popularity in the online marketing world as an effective and inexpensive way to drive targeted visitors to web sites. Research firm eMarketer reported that between 2002 and 2003 the paid search listing market grew 175 percent.
Major trusted search properties such as Google, Overture, FindWhat, Search123 and Kanoodle, all offer PPC campaigns in which you pay only when someone clicks through your banner ad or link. But PPC also has an enemy--click fraud--and understanding what it is and what to do about it should also be a key part of your PPC campaign.
What is Click Fraud?
Click fraud is when someone or something generates illegitimate hits on your banner or text advertisement causing you to pay for worthless clicks. AS PPC campaigns have grown in popularity and keyword prices and bidding have become more competetive, click fraud is on the rise.
Online marketers are becoming increasingly worried about the prospect of click fraud. According to CNET News, some marketing executives estimate that "up to 20 percent of fees in certain advertising categories continue to be based on nonexistent consumers in today's search industry."
This estimate is certainly unsettling for advertisers who, recently, have been paying hefty amounts bidding on desirable search terms. Financial analysts report that in the year 2004 advertisers are paying an average of 45 cents per click. Compare this to 40 cents in 2003 and 30 cents in 2002 the bidding wars continue to rise.
Who's Doing it and Why?
Click fraud perpetrators are most often motivated by trying to increase revenues from affiliate networks or attempting to damage competitors' revenues by forcing them to pay for worthless clicks. The Google Adsense program, in which affiliates receive payment for clicks whether they are real or not, has caused great concern for Google and has intensified its focus on click fraud.
Those engaged in click fraud use a variety of techniques to generate false clicks. Low cost international workers from all over the world are hired to locate and click on ads. The Times of India provided investigative reporting on payment for manual click fraud happening in India. Unethical companies may pay their own employees to click on competitor ads. Last but not least, click fraud can be generated by online robots programmed to click on advertiser or affiliate ads. Some companies go to great lengths creating intricate software that allows for this to happen.
How Can You Deter It?
Many advertisers know about the possibility of click fraud but generally haven't done much in the past to prevent it. Some feel that if they complain to any of the search conglomerates, it could ruin their free listings. Others feel like the problem is beyond them.
"It is a bigger problem, but folks just don't want to take the time to track it down because it's a complex problem," stated John Squire, of web analytics firm Coremetrics, to CNET. "Given that some of the largest marketers manage up to 1 million keywords in a campaign the data can be difficult to crunch."
Companies who do understand and report click fraud to search engine properties have had success receiving refunds for fraudulent clicks. For those advertisers who want to address the possibility of click fraud in PPC campaigns, good option do exists. At the most basic level, advertisers can use general auditing many have been known to compile lists of sites that generate high numbers of clicks but not sales. This will indeed put up a red flag.
On the other hand, because click fraud is advancing at such frequency, click fraud detection companies and software have been popping up all over the country. Let's take a look at some of the options:
- WhosClickingWho.com - This fraud detector tracks all PPC search engines, detects multiple IP's, and even pops up a "ClickMinder" after a potential abuser clicks repeatedly over five times.
- ClickDetective - ClickDetective allows you to track return visitors to your site and alerts you if there is evidence that your site may be under attack. Its reports show you every click in real time rather than a summary hours later.
- BogusClick - BogusClick can help advertisers determine competitor IP addresses, originating PPC search engines and/or partner sites involved, as well as keywords used.
- Clicklab - Clicklab employs a score-based click fraud detection system that applies a series of tests to each visitor session and assigns scores. Calculations are made to indicate bad/good sessions to show an advertiser the quality of traffic.
Click fraud is a big problem in search engine marketing that's only going to get bigger in the future. It is wise for any online advertiser to implement some auditing system. Why continue to waste precious campaign money?!
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