Discussion on the Effectiveness of Educational Reward

The psychological mechanism of reward is to form operational conditioned reflex through positive reinforcement and negative reinforcement. The positive effect of reward is to strengthen external learning motivation, and reward can sometimes improve creativity. The negative effects are: weakening students' creativity, weakening the internal motivation of learning and hindering the development of autonomy. Teachers should apply educational rewards scientifically, take care of their age, consider the difficulty of tasks, pay attention to stimulating students' internal motivation, and give priority to spiritual rewards, supplemented by material rewards.

Using Design-Based Research to Develop Innovation in Open University in Thailand

<p class="0abstract">This paper discusses Design-Based Research (DBR) used to develop an innovation in a distance university. The innovation focuses on self-study through technology. It has results in 3 aspects which are 1) Instructors can assess knowledge and prepare the content from both internal and external learning sources in accordance with students’ needs, 2) Students can analyze their ability in order to plan successful online learning by themselves, and 3) Instructional designers can analyze, plan, design activities and select learning resources in accordance with the content and learning behavior. This paper describes the concept of DBR with the sample of "STOU Smartlearn" innovation design which is a smart evaluation system of Sukhothai Thammathirat Open University (STOU). The innovation was designed based on DBR process. It has been used with students and could be modified to suit students’ needs. The results of the two experiments with undergraduate students in the academic year 2018 and 2019 found that the effect size increased from .27 to .32.</p>

AVALIAÇÕES DA APRENDIZAGEM EXTERNAS EM LARGA ESCALA E GESTORES ESCOLARES:características, controvérsias e alternativas

As avaliações da aprendizagem externas em larga escala constituem-se numa das marcas mais destacadas das políticas educacionais da União e dos entes federados subnacionais nas últimas décadas, contudo persistem desafios e controvérsias, quer conceituais, quer relacionados às implicações na realidade escolar. Este artigo procura caracterizá-las demarcando os conflitos que têm produzido em várias dimensões, seja pelos posicionamentos diante das mesmas, seja pelos usos de seus resultados, privilegiando-se a abordagem de sua relação com gestores escolares, articulando contribuições da literatura e de pesquisas. Nesse contexto, destacam-se lacunas de formação específica na temática da avaliação educacional, nos cursos de licenciatura, e, muitas vezes, a responsabilização quase que unilateral de gestores escolares e de docentes pela qualidade da educação, que se expressaria nos resultados de provas padronizadas. Isso acaba por fomentar resistências à apropriação de tais resultados como um recurso de gestão escolar e limita o diálogo entre as avaliações externas e as iniciativas de responsabilidade das equipes escolares, que pode ser um ponto de apoio, salvaguardadas algumas condições exploradas no texto, para uma escolarização de sucesso para todos os alunos.Palavras-chave: Avaliação da aprendizagem. Avaliação externa em larga escala. Gestão escolar. Formação docente. Política educacional.LARGE-SCALE EXTERNAL LEARNING ASSESSMENTS AND SCHOOL MANAGERS: characteristics, controversies and alternativesAbstractLarge-scale external learning assessments are one of the most prominent marks of educational policies of the Union and of the states in recent decades, however challenges and controversies persist, in the conceptual and related to the implications in school reality. This article seeks to characterize that assessments by demarcating the conflicts that they have produced in various dimensions, either by the positions it face or by the uses of their results, privileging the approach of their relationship with school administrators, articulating contributions from literature and research. In this context, gaps in specific training on the subject of educational assessment are highlighted, in undergraduate courses, and, often, the almost unilateral accountability of school managers and teachers for the quality of education, which would be expressed in the results of standardized tests. This ends up fostering resistance to the appropriation of such results as a school management resource and limits the dialogue between external assessments and initiatives by the charge of school teams, which can be a point of support, safeguarding some conditions explored in the paper, for schooling success for all students.Keywords: Learning assessment. Large-scale external assessment. School management. Teacher training.EVALUACIONES DEL APRENDIZAJE EXTERNAS A GRAN ESCALA Y GESTORES ESCOLARES: características, controversias y alternativasResumenLas evaluaciones externas de aprendizaje a gran escala son una de las marcas más destacadas de las políticas educativas de la Unión y de las entidades federativas subnacionales en las últimas décadas, sin embargo persisten desafíos y controversias, ya sean conceptuales o relacionadas con las implicaciones en la realidad escolar. Este artículo se busca caracterizarlas delimitando los conflictos que han producido en diversas dimensiones, ya sea por las posiciones que enfrentan o por los usos de sus resultados, privilegiando el enfoque de su relación con los gestores escolares, articulando aportes de la literatura y de la investigación. En este contexto, se destacan las lagunas en la formación específica en el tema de evaluación educativa, en los cursos de pregrado y, a menudo, la rendición de cuentas casi unilateral de los directores de escuela y docentes por la calidad de la educación, que se expresaría en los resultados de las pruebas estandarizadas. Esto termina fomentando la resistencia a la apropiación de tales resultados como recurso de gestión escolar y limita el diálogo entre evaluaciones externas e iniciativas a cargo de los equipos escolares, que puede ser un punto de apoyo, salvaguardando algunas condiciones exploradas en el texto, para la escolarización de éxito para todos los estudiantes.Palabras clave: Evaluación de aprendizaje. Evaluación externa a gran escala. Gestión escolar. Formación docente.

Perceptions of the Key Stakeholders on Professional Development of Teachers in Rural Pakistan

Professional development (PD) has generally been associated with the learning opportunities teachers avail externally. However, the latest trends propagate grounding PD activities in the work place with the assumption that such shift will not only enable teachers to be engaged in ongoing learning but also help them to find contextual solutions for their specific issues. For other academics, however, PD refers to all the planned and unplanned activities which teachers avail to improve their practices. In this background, this research explored how relevant stakeholders in rural Pakistan perceive PD. Using a survey method and questionnaire tool, data were collected from teachers, school leaders, education department officials, and representatives of PD providers. The outcomes showed that majority of stakeholders associate PD to external learning opportunities provided to the teachers. In addition, there is a lack of shared understanding among different stakeholders with regard to the meaning of PD. These conclusions have implications for PD providers and educational reformers. Teachers should be oriented on latest trends in PD as well as supported to use the latest school-based PD models for their ongoing development.

Coping with University Students' Boredom in Classroom: A Behavioral Perspective

In the digital age, influenced by various electronic devices, social networking applications and video games, boredom deepens in university classrooms. According to B. J. Fogg’s Behavior Model, university students feel boring in the classroom, and difficult to carry out their learning behavior, it is because of at least one factor is absent among learning motivation, learning ability and triggering factors. University teachers should start with the above three factors and take reasonable ways to motivate students' internal and external learning motivation according to the requirements of different motivations, effectively match learning ability and learning tasks, set a reasonable task difficulty for students' learning, and design the learning tasks based on the problem solving in and out of the class involving students as the main body of learning. These measures will trigger students' enthusiasm for learning, shielding boring emotions, and implementing learning behaviors spontaneously.

Knowledge cannibalism in the European ICT sector

Purpose Based on the sample of the European information and communications technology (ICT) companies, this paper aims to identify which strategy of knowledge generation is most beneficial for companies: internal knowledge development or absorption of knowledge external to the company through corporate acquisition or merger. Design/methodology/approach In this study, a longitudinal analysis of European ICT companies was conducted, contrasting internal knowledge creation, in the form of patent accumulation and research and development (R&D) efforts, with external learning through merger-and-acquisition (M&A) activities to uncover the best strategies for performance maximization. Findings Results suggest that the two knowledge generation strategies are not complementary and demonstrate only marginal impact on organizational performance. However, intriguing patterns in combining the two became apparent. It was found that patent accumulation improves learning achieved through M&A activities, while also acting as a protection against corporate takeover. At the same time, the internal knowledge generation strategy was found to have a negative impact on financial performance, with external knowledge generation demonstrating somewhat mixed results. Practical implications This paper provides practical insights into the patterns of internal and external knowledge generation activities. The two strategies were found not to be complementary, implying that companies must carefully choose their preferences. Originality/value This large-scale study tackles the interplay between internal and external knowledge generation strategies, which are mostly studied separately. It reveals new patterns in corporate acquisition and divestment strategies as sources of new knowledge. It also ties the knowledge paradigm to organizational performance.

Meaning of professional development for stakeholders in rural Pakistan

<p><i>Professional Development (PD) has generally been associated with the learning opportunities teachers avail externally. However, the latest trends propagate grounding PD activities in the work place with the assumption that such shift will not only enable teachers to be engaged in ongoing learning but also help them to find contextual solutions for their specific issues. For other academics, however, PD refers to all the planned and unplanned activities which teachers avail to improve their practices. In this background, this research explored how relevant stakeholders in rural Pakistan perceive PD. Using a survey method and questionnaire tool, data were collected from teachers, school leaders, education department officials and representatives of PD providers. The outcomes showed that majority of stakeholders associate PD to external learning opportunities provided to the teachers. In addition, there is a lack of shared understanding among different stakeholders with regard to the meaning of PD. These conclusions have implications for PD providers and educational reformers. Teachers should be oriented on latest trends in PD as well as supported to use the latest school-based PD models for their ongoing development.</i></p>

Meaning of professional development for stakeholders in rural Pakistan

<p><i>Professional Development (PD) has generally been associated with the learning opportunities teachers avail externally. However, the latest trends propagate grounding PD activities in the work place with the assumption that such shift will not only enable teachers to be engaged in ongoing learning but also help them to find contextual solutions for their specific issues. For other academics, however, PD refers to all the planned and unplanned activities which teachers avail to improve their practices. In this background, this research explored how relevant stakeholders in rural Pakistan perceive PD. Using a survey method and questionnaire tool, data were collected from teachers, school leaders, education department officials and representatives of PD providers. The outcomes showed that majority of stakeholders associate PD to external learning opportunities provided to the teachers. In addition, there is a lack of shared understanding among different stakeholders with regard to the meaning of PD. These conclusions have implications for PD providers and educational reformers. Teachers should be oriented on latest trends in PD as well as supported to use the latest school-based PD models for their ongoing development.</i></p>