Category Archives: PIDP 3250

Intrinsic vs Extrinsic Motivation

During my assignment with facilitating a forum, I had to summarize my forum in regards to gamification and education.  I thought my forum got most interesting when we touched on motivation.  Here are the definitions of Intrinsic and Extrinsic Motivation.  In my forums, my classmates preferred the use of intrinsic motivation but agreed that if conventional methods fail to appeal to students, that it is acceptable to use gamification and extrinsic motivation to relate to students who can be interested in education through games.

Gamification usually is associated with extrinsic motivation because games usually have elements of rewards for achieving success. Going through my summary further, I found an article on using Intrinsic Motivation in Gamification with some success.  It talks about appealing to the users values in order to motivate.  There is an example with Kaplan University that used gamification in collaboration with badgeville to encourage positive learning behaviors.

Gamification in the Classroom and the Element of Competition in Education

One of my assignments was to facilitate a forum.  I was the assigned the topic of gamification- the use of game thinking and game mechanics[1] in non-game contexts to engage users in solving problems. (

As the thread went on the topic of competition came about and I found this interesting article on competition in a classroom environment.  Here were my thoughts, which I wrote in my forum:

“I think the competitive aspect of games takes away from the collaborative learning process, unless it is a team competition where the collaboration is within teams.  Other than that I think competition diminishes collaboration, where the idea of helping someone else can be the cause of your failure.  Also creating a competitive environment ultimately creates the entities of a winner and loser and I don’t think I would use a strategy that would not benefit the entire class.  I wouldn’t want to put that stress and anxiety for students to have a need to win.  I believe competition would only benefit the winners and having an imbalance of “winners” versus “losers” may have a negative impact on the class.”

The Flipped Classroom

The flipped classroom has been a hot discussion topic in my class in the PIDP 3250.  Here is an example of the strategy being put to the test by a high school teacher in Colorado.  This video was taken from one of our class discussion forums posted by a classmate Rhonda Hite.  I think it’s a very well made video describing what learning can become.  I especially liked the way the instructor talked about preparing students for jobs there do not exist yet and how the way they are learning can help them.

Teaching for Tomorrow:  Flipped Learning

What is Heutagogy?

Through another forum discussion our instructor Doug uploaded this video and posed the question:  What is Heutagogy?

As the forum progressed one of my classmates gave us this handy resource to sort things out.

After watching the video and going through the chart, I still find it difficult to differentiate between andragogy and heutagogy.  When you look at pedagogy and andragogy, there is a distinct difference between them that is concrete, where one is used for children and the other for adults.  I find it confusing when you add heutagogy to the mix because I feel you need andragogy before you can get to heutagogy.  Heutagogy is definitely a theory you wouldn’t use on children because they don’t have enough life experience or motivation to be a self directed learner.  To incorporate this theory you need adults and that involves andragogy and that is why I believe heutagogy should be a subdivision of andragogy.

Motivation at Different Stages

While contributing to different forums in my current class PIDP 3250, one of my classmates posted a very handy article while we were discussing different motivations and how they are broken into 4 stages, with great strategies and exercises to help students become a self-directed learner