how would you behave differently if you approached life the way you would play a
approached life the way you would play a
approached life the way you would play a video game in games people choose to
video game in games people choose to
video game in games people choose to spend hundreds and thousands of hours
spend hundreds and thousands of hours
spend hundreds and thousands of hours working on challenging problems they
working on challenging problems they
working on challenging problems they choose to enter environments where they
choose to enter environments where they
choose to enter environments where they have little to no skill and explore an
have little to no skill and explore an
have little to no skill and explore an experiment until they figure out how to
experiment until they figure out how to
experiment until they figure out how to succeed they solve problems by thinking
succeed they solve problems by thinking
succeed they solve problems by thinking about their own strengths and their
about their own strengths and their
about their own strengths and their weaknesses and the circumstances around
weaknesses and the circumstances around
weaknesses and the circumstances around them until they can come up with a
them until they can come up with a
them until they can come up with a solution that works if you could take
solution that works if you could take
solution that works if you could take that mindset that pattern of discovering
that mindset that pattern of discovering
that mindset that pattern of discovering and failing and practicing and mastering
and failing and practicing and mastering
and failing and practicing and mastering the willingness to work on it intensely
the willingness to work on it intensely
the willingness to work on it intensely the confidence that you can achieve your
the confidence that you can achieve your
the confidence that you can achieve your goal if you could apply that to your own
goal if you could apply that to your own
goal if you could apply that to your own life what would you achieve the game
life what would you achieve the game
life what would you achieve the game mindset tells us that any problem we
mindset tells us that any problem we
mindset tells us that any problem we encounter is there for you to solve you
encounter is there for you to solve you
encounter is there for you to solve you just need to think about it right work
just need to think about it right work
just need to think about it right work on it enough build a community of people
on it enough build a community of people
on it enough build a community of people to help you and try it one more time if
to help you and try it one more time if
to help you and try it one more time if you could draw that mindset out of your
you could draw that mindset out of your
you could draw that mindset out of your game controllers figure out what drives
game controllers figure out what drives
game controllers figure out what drives it I am a gameful designer I study games
it I am a gameful designer I study games
it I am a gameful designer I study games and the powerful learning environments
and the powerful learning environments
and the powerful learning environments that they create and I use them as
that they create and I use them as
that they create and I use them as inspiration to reimagine how learning
inspiration to reimagine how learning
inspiration to reimagine how learning could happen anywhere I’m also the lead
could happen anywhere I’m also the lead
could happen anywhere I’m also the lead developer of gradecraft
developer of gradecraft
developer of gradecraft an application that we’ve built
an application that we’ve built
an application that we’ve built specifically to support these learning
specifically to support these learning
specifically to support these learning experiences because as we’ve found with
experiences because as we’ve found with
experiences because as we’ve found with these spaces they need to be carefully
these spaces they need to be carefully
these spaces they need to be carefully curated today I’m gonna draw out a
curated today I’m gonna draw out a
curated today I’m gonna draw out a couple of motivational principles that
couple of motivational principles that
couple of motivational principles that video games use to convince us to work
video games use to convince us to work
video games use to convince us to work so hard I’m gonna describe a couple of
so hard I’m gonna describe a couple of
so hard I’m gonna describe a couple of the techniques that we’re using in
the techniques that we’re using in
the techniques that we’re using in courses to transform them into better
courses to transform them into better
courses to transform them into better learning experiences
learning experiences
learning experiences I’m going to call out a couple of things
I’m going to call out a couple of things
I’m going to call out a couple of things that you can do to change any learning
that you can do to change any learning
that you can do to change any learning environment that you find yourself in to
environment that you find yourself in to
environment that you find yourself in to make it more engaging games are more
make it more engaging games are more
make it more engaging games are more similar to school structurally than you
similar to school structurally than you
similar to school structurally than you might have imagined games are formally
might have imagined games are formally
might have imagined games are formally defined as systems in which players
defined as systems in which players
defined as systems in which players engage in artificial conflict so any
engage in artificial conflict so any
engage in artificial conflict so any test or assignment that you may have
test or assignment that you may have
test or assignment that you may have ever taken defined by rules the grading
ever taken defined by rules the grading
ever taken defined by rules the grading schemes that you find yourself measured
schemes that you find yourself measured
schemes that you find yourself measured against and resulting in a quantifiable
against and resulting in a quantifiable
against and resulting in a quantifiable outcome the grade you learn what makes
outcome the grade you learn what makes
outcome the grade you learn what makes school and grades so fundamentally
school and grades so fundamentally
school and grades so fundamentally different in experience I believe that
different in experience I believe that
different in experience I believe that the core reason they are different is
the core reason they are different is
the core reason they are different is that games leverage the power of what
that games leverage the power of what
that games leverage the power of what psychologists call intrinsic motivation
psychologists call intrinsic motivation
psychologists call intrinsic motivation to convince us to work us through the
to convince us to work us through the
to convince us to work us through the process of wanting to learn while school
process of wanting to learn while school
process of wanting to learn while school relies on graves and degrees extrinsic
relies on graves and degrees extrinsic
relies on graves and degrees extrinsic motivators to pull us through what they
motivators to pull us through what they
motivators to pull us through what they want us to learn but we designed school
want us to learn but we designed school
want us to learn but we designed school this way and I believe that we can
this way and I believe that we can
this way and I believe that we can change how this functions schoolers that
change how this functions schoolers that
change how this functions schoolers that exist today is a relatively recent
exist today is a relatively recent
exist today is a relatively recent invention modern education is a direct
invention modern education is a direct
invention modern education is a direct product of industrialization grades were
product of industrialization grades were
product of industrialization grades were actually invented in factories to
actually invented in factories to
actually invented in factories to convince to help describe whether or not
convince to help describe whether or not
convince to help describe whether or not the goods that were created were good
the goods that were created were good
the goods that were created were good enough to be sold in order to
enough to be sold in order to
enough to be sold in order to mass-produce education we grouped
mass-produce education we grouped
mass-produce education we grouped students by age we standardized content
students by age we standardized content
students by age we standardized content and assignments but it’s important to
and assignments but it’s important to
and assignments but it’s important to remember that grades were never never
remember that grades were never never
remember that grades were never never not from the beginning about good
not from the beginning about good
not from the beginning about good learning or teaching they were brought
learning or teaching they were brought
learning or teaching they were brought in to help sort students into categories
in to help sort students into categories
in to help sort students into categories of whether or not how well they were
of whether or not how well they were
of whether or not how well they were doing the industrialization of education
doing the industrialization of education
doing the industrialization of education was a massive achievement broadening
was a massive achievement broadening
was a massive achievement broadening access to millions but what did we lose
access to millions but what did we lose
access to millions but what did we lose in that transition a tutor can customize
in that transition a tutor can customize
in that transition a tutor can customize learning to an
learning to an
learning to an student a teacher facing 30-plus
student a teacher facing 30-plus
student a teacher facing 30-plus students in a classroom where do they
students in a classroom where do they
students in a classroom where do they focus their instruction at any given
focus their instruction at any given
focus their instruction at any given moment someone is ahead and therefore
moment someone is ahead and therefore
moment someone is ahead and therefore bored and someone is behind and
bored and someone is behind and
bored and someone is behind and therefore unlikely to succeed we are
therefore unlikely to succeed we are
therefore unlikely to succeed we are just now approaching the moment where we
just now approaching the moment where we
just now approaching the moment where we can imagine building technology that
can imagine building technology that
can imagine building technology that enables instructors to personalize
enables instructors to personalize
enables instructors to personalize learning for all while continuing to
learning for all while continuing to
learning for all while continuing to broaden access the trouble is that we’re
broaden access the trouble is that we’re
broaden access the trouble is that we’re building these innovative technologies
building these innovative technologies
building these innovative technologies within the box of an educational system
within the box of an educational system
within the box of an educational system that was designed for standardization
that was designed for standardization
that was designed for standardization traditional school structures doubled
traditional school structures doubled
traditional school structures doubled down on extrinsic motivation good grades
down on extrinsic motivation good grades
down on extrinsic motivation good grades are an incentive to get students to take
are an incentive to get students to take
are an incentive to get students to take action for the purposes of earning a
action for the purposes of earning a
action for the purposes of earning a good grade I have written about topics I
good grade I have written about topics I
good grade I have written about topics I did not find interesting or relevant to
did not find interesting or relevant to
did not find interesting or relevant to my future I have subscribed to all sorts
my future I have subscribed to all sorts
my future I have subscribed to all sorts of timelines and deadlines formatting
of timelines and deadlines formatting
of timelines and deadlines formatting requirements length requirements that
requirements length requirements that
requirements length requirements that had nothing to do with my own content
had nothing to do with my own content
had nothing to do with my own content mastery and certainly weren’t good for
mastery and certainly weren’t good for
mastery and certainly weren’t good for my health my social or emotional life or
my health my social or emotional life or
my health my social or emotional life or my learning in other classes I have
my learning in other classes I have
my learning in other classes I have crammed to earn good grades in classes
crammed to earn good grades in classes
crammed to earn good grades in classes that featured final exams that were high
that featured final exams that were high
that featured final exams that were high stakes but I really wish I could tell
stakes but I really wish I could tell
stakes but I really wish I could tell you anything about what I learned in
you anything about what I learned in
you anything about what I learned in those classes and to pull back the
those classes and to pull back the
those classes and to pull back the curtain on the other side of this
curtain on the other side of this
curtain on the other side of this endeavor ask teachers what it’s like to
endeavor ask teachers what it’s like to
endeavor ask teachers what it’s like to grade mind-numbingly boring they will
grade mind-numbingly boring they will
grade mind-numbingly boring they will tell you painful grades have become such
tell you painful grades have become such
tell you painful grades have become such a powerful and effective incentive that
a powerful and effective incentive that
a powerful and effective incentive that we have lost all sight of the learning
we have lost all sight of the learning
we have lost all sight of the learning grades penalize us for what we don’t yet
grades penalize us for what we don’t yet
grades penalize us for what we don’t yet know and fail to communicate to others
know and fail to communicate to others
know and fail to communicate to others what we actually have learned we’ve
what we actually have learned we’ve
what we actually have learned we’ve replaced the sense of achievement from
replaced the sense of achievement from
replaced the sense of achievement from learning something new with the relief
learning something new with the relief
learning something new with the relief of having been deemed just good enough
of having been deemed just good enough
of having been deemed just good enough to go on think back about grades that
to go on think back about grades that
to go on think back about grades that you earned and what they actually
you earned and what they actually
you earned and what they actually represented
represented
represented at the assignment level they usually
at the assignment level they usually
at the assignment level they usually describe something about your
describe something about your
describe something about your proficiency level how good you were at
proficiency level how good you were at
proficiency level how good you were at something but they also probably
something but they also probably
something but they also probably describe how good you are at following
describe how good you are at following
describe how good you are at following instructions at the course level they
instructions at the course level they
instructions at the course level they summarized a bunch of assignments and
summarized a bunch of assignments and
summarized a bunch of assignments and they have it usually a stronger weight
they have it usually a stronger weight
they have it usually a stronger weight on things like cumulative exams or final
on things like cumulative exams or final
on things like cumulative exams or final projects or papers but somewhere in that
projects or papers but somewhere in that
projects or papers but somewhere in that grade there’s also usually something
grade there’s also usually something
grade there’s also usually something about how often you went to class
about how often you went to class
about how often you went to class whether you felt comfortable talking in
whether you felt comfortable talking in
whether you felt comfortable talking in class how well you and the instructor
class how well you and the instructor
class how well you and the instructor got along how hard the instructor
got along how hard the instructor
got along how hard the instructor thought you worked when we’ve inflated
thought you worked when we’ve inflated
thought you worked when we’ve inflated all of that learning into a single
all of that learning into a single
all of that learning into a single letter grade we have a remarkably little
letter grade we have a remarkably little
letter grade we have a remarkably little idea of what a student has learned or
idea of what a student has learned or
idea of what a student has learned or knows from any particular class 40 years
knows from any particular class 40 years
knows from any particular class 40 years of motivation research has produced
of motivation research has produced
of motivation research has produced self-determination theory it highlights
self-determination theory it highlights
self-determination theory it highlights the powerful effect of intrinsic
the powerful effect of intrinsic
the powerful effect of intrinsic motivation when you’re intrinsically
motivation when you’re intrinsically
motivation when you’re intrinsically motivated you take action because you
motivated you take action because you
motivated you take action because you want to you’re interested in the topic
want to you’re interested in the topic
want to you’re interested in the topic you enjoy the activity and the research
you enjoy the activity and the research
you enjoy the activity and the research shows tremendous benefits to both you
shows tremendous benefits to both you
shows tremendous benefits to both you and the work you do when you’re
and the work you do when you’re
and the work you do when you’re intrinsically motivated you work harder
intrinsically motivated you work harder
intrinsically motivated you work harder you learn more deeply you’re more
you learn more deeply you’re more
you learn more deeply you’re more creative
creative
creative there are even ties to better health
there are even ties to better health
there are even ties to better health grades are a powerful extrinsic
grades are a powerful extrinsic
grades are a powerful extrinsic motivator but they fall flat when it
motivator but they fall flat when it
motivator but they fall flat when it comes to nurturing the intrinsic
comes to nurturing the intrinsic
comes to nurturing the intrinsic motivation to learn so how do we move
motivation to learn so how do we move
motivation to learn so how do we move from a system that is built so totally
from a system that is built so totally
from a system that is built so totally around extrinsic motivation and over to
around extrinsic motivation and over to
around extrinsic motivation and over to one that can support learning in a way
one that can support learning in a way
one that can support learning in a way that would do so much good research
that would do so much good research
that would do so much good research tells us that you need three things to
tells us that you need three things to
tells us that you need three things to support intrinsic motivation the first
support intrinsic motivation the first
support intrinsic motivation the first thing you need is autonomy you need to
thing you need is autonomy you need to
thing you need is autonomy you need to have meaningful choices over what you do
have meaningful choices over what you do
have meaningful choices over what you do and how you do it the second thing you
and how you do it the second thing you
and how you do it the second thing you need is competency you need to feel like
need is competency you need to feel like
need is competency you need to feel like you have a shot at succeeding that means
you have a shot at succeeding that means
you have a shot at succeeding that means that it needs to feel accessible to you
that it needs to feel accessible to you
that it needs to feel accessible to you but also that it’s hard enough to be
but also that it’s hard enough to be
but also that it’s hard enough to be interesting it’s
interesting it’s
interesting it’s challenge finally you need to feel
challenge finally you need to feel
challenge finally you need to feel belongingness you need to feel connected
belongingness you need to feel connected
belongingness you need to feel connected to the people around you like they
to the people around you like they
to the people around you like they respect you and think that you’re
respect you and think that you’re
respect you and think that you’re capable of doing this work consider how
capable of doing this work consider how
capable of doing this work consider how games and school compare on the three
games and school compare on the three
games and school compare on the three principles of intrinsic motivation games
principles of intrinsic motivation games
principles of intrinsic motivation games give us autonomy in spades
give us autonomy in spades
give us autonomy in spades we make choices about when to play and
we make choices about when to play and
we make choices about when to play and where to play and who to play as and
where to play and who to play as and
where to play and who to play as and gonna play with what to pick up which
gonna play with what to pick up which
gonna play with what to pick up which path to take school not so much in a
path to take school not so much in a
path to take school not so much in a class together students will do these
class together students will do these
class together students will do these same work in the same way at the same
same work in the same way at the same
same work in the same way at the same time all for achieving the same learning
time all for achieving the same learning
time all for achieving the same learning objectives without consideration for
objectives without consideration for
objectives without consideration for where they came from or where they’re
where they came from or where they’re
where they came from or where they’re going with that knowledge game designers
going with that knowledge game designers
going with that knowledge game designers enforce competency players start with
enforce competency players start with
enforce competency players start with easy tasks and they build hard ones if
easy tasks and they build hard ones if
easy tasks and they build hard ones if you don’t learn you can’t go on school
you don’t learn you can’t go on school
you don’t learn you can’t go on school on the other hand takes an assembly line
on the other hand takes an assembly line
on the other hand takes an assembly line approach to learning students move
approach to learning students move
approach to learning students move forward on the conveyor belt of
forward on the conveyor belt of
forward on the conveyor belt of knowledge regardless of where their own
knowledge regardless of where their own
knowledge regardless of where their own competency sits and a solely based on
competency sits and a solely based on
competency sits and a solely based on the time in the course we set the
the time in the course we set the
the time in the course we set the expectation of achieving competency but
expectation of achieving competency but
expectation of achieving competency but we have such brittle markers for
we have such brittle markers for
we have such brittle markers for actually managing it students might fail
actually managing it students might fail
actually managing it students might fail a class and have to retake it and if
a class and have to retake it and if
a class and have to retake it and if they don’t they can’t take an advanced
they don’t they can’t take an advanced
they don’t they can’t take an advanced level course on the other hand maybe you
level course on the other hand maybe you
level course on the other hand maybe you skip a class you test out of it or you
skip a class you test out of it or you
skip a class you test out of it or you skip a grade but these are rare outcomes
skip a grade but these are rare outcomes
skip a grade but these are rare outcomes it’s far more common to move forward
it’s far more common to move forward
it’s far more common to move forward with a relative relatively mediocre
with a relative relatively mediocre
with a relative relatively mediocre grade that has no information in it
grade that has no information in it
grade that has no information in it about what the next instructor who works
about what the next instructor who works
about what the next instructor who works with you needs to know about what you do
with you needs to know about what you do
with you needs to know about what you do or don’t know for them to build on
or don’t know for them to build on
or don’t know for them to build on finally consider the powerful way that
finally consider the powerful way that
finally consider the powerful way that games use community to build
games use community to build
games use community to build belongingness think back on the best
belongingness think back on the best
belongingness think back on the best teachers that you had the ones who
teachers that you had the ones who
teachers that you had the ones who changed your life the ones who made your
changed your life the ones who made your
changed your life the ones who made your friends rave after class they
friends rave after class they
friends rave after class they they have some magic about bringing
they have some magic about bringing
they have some magic about bringing content to life sure but they also
content to life sure but they also
content to life sure but they also shared with you the feeling that you
shared with you the feeling that you
shared with you the feeling that you could succeed it’s a simple thing but
could succeed it’s a simple thing but
could succeed it’s a simple thing but has it it has a remarkably profound
has it it has a remarkably profound
has it it has a remarkably profound effect on our motivation and when you
effect on our motivation and when you
effect on our motivation and when you find yourself in the opposite
find yourself in the opposite
find yourself in the opposite circumstance and you’re fighting not
circumstance and you’re fighting not
circumstance and you’re fighting not only to learn but the very perception
only to learn but the very perception
only to learn but the very perception that you’re capable of learning it’s
that you’re capable of learning it’s
that you’re capable of learning it’s incredibly hard to be motivated to put
incredibly hard to be motivated to put
incredibly hard to be motivated to put in the effort in this fight so what can
in the effort in this fight so what can
in the effort in this fight so what can we do to change how formal education
we do to change how formal education
we do to change how formal education works to support intrinsic motivation
works to support intrinsic motivation
works to support intrinsic motivation the first thing that we can do that we
the first thing that we can do that we
the first thing that we can do that we are doing is change how these courses
are doing is change how these courses
are doing is change how these courses actually work for the past five years
actually work for the past five years
actually work for the past five years I’ve been working with a team of
I’ve been working with a team of
I’ve been working with a team of instructors all over the country to make
instructors all over the country to make
instructors all over the country to make courses gameful we have built gradecraft
courses gameful we have built gradecraft
courses gameful we have built gradecraft specifically to support these courses
specifically to support these courses
specifically to support these courses because the things that we’re changing
because the things that we’re changing
because the things that we’re changing fundamentally alter how courses work and
fundamentally alter how courses work and
fundamentally alter how courses work and the assumptions that and they question
the assumptions that and they question
the assumptions that and they question the assumptions that other learning
the assumptions that other learning
the assumptions that other learning technologies are based on the first
technologies are based on the first
technologies are based on the first thing we do is we take a cue from how
thing we do is we take a cue from how
thing we do is we take a cue from how video game leveling systems actually
video game leveling systems actually
video game leveling systems actually work you start with zero you build up
work you start with zero you build up
work you start with zero you build up every time you do something you earn
every time you do something you earn
every time you do something you earn points and recognition of that progress
points and recognition of that progress
points and recognition of that progress this steps away from the traditional
this steps away from the traditional
this steps away from the traditional school model where you start with a
school model where you start with a
school model where you start with a hundred percent you haven’t actually
hundred percent you haven’t actually
hundred percent you haven’t actually shown that you know anything and every
shown that you know anything and every
shown that you know anything and every time you do something you lose points
time you do something you lose points
time you do something you lose points you go down next we build choices into
you go down next we build choices into
you go down next we build choices into the course design itself depending on
the course design itself depending on
the course design itself depending on the course and the instructor we have
the course and the instructor we have
the course and the instructor we have had students empowered to make decisions
had students empowered to make decisions
had students empowered to make decisions about which learning objectives to focus
about which learning objectives to focus
about which learning objectives to focus on when to do assignments who to work
on when to do assignments who to work
on when to do assignments who to work with whether or not to take final exams
with whether or not to take final exams
with whether or not to take final exams how much assignments will count towards
how much assignments will count towards
how much assignments will count towards their grades we make competency explicit
their grades we make competency explicit
their grades we make competency explicit we create advanced assignments that you
we create advanced assignments that you
we create advanced assignments that you have to do earlier preparatory
have to do earlier preparatory
have to do earlier preparatory assignments in order to unlock you may
assignments in order to unlock you may
assignments in order to unlock you may have to do the early assignments
have to do the early assignments
have to do the early assignments multiple times before you show that
multiple times before you show that
multiple times before you show that you’ve got the skill and the knowledge
you’ve got the skill and the knowledge
you’ve got the skill and the knowledge to move on we say no to grading curves
to move on we say no to grading curves
to move on we say no to grading curves because if your success depends on your
because if your success depends on your
because if your success depends on your peers failure there is no chance that
peers failure there is no chance that
peers failure there is no chance that you will be motivated to help each other
you will be motivated to help each other
you will be motivated to help each other learn in these environments at any
learn in these environments at any
learn in these environments at any moment in our lives most of us are
moment in our lives most of us are
moment in our lives most of us are facing the need to learn something new
facing the need to learn something new
facing the need to learn something new my work focuses on how to build
my work focuses on how to build
my work focuses on how to build intrinsic motivation into our formal
intrinsic motivation into our formal
intrinsic motivation into our formal education to improve the learning and
education to improve the learning and
education to improve the learning and motivation in that space but the thing
motivation in that space but the thing
motivation in that space but the thing that I’ve most taken away from my work
that I’ve most taken away from my work
that I’ve most taken away from my work is that if we understand intrinsic
is that if we understand intrinsic
is that if we understand intrinsic motivation it is such a powerful thing
motivation it is such a powerful thing
motivation it is such a powerful thing that we can embed it in our own lives to
that we can embed it in our own lives to
that we can embed it in our own lives to improve any learning environment we find
improve any learning environment we find
improve any learning environment we find ourselves in so here’s my list on how to
ourselves in so here’s my list on how to
ourselves in so here’s my list on how to do just that
do just that
do just that one seek out the challenge whatever it
one seek out the challenge whatever it
one seek out the challenge whatever it is that you do whatever space you work
is that you do whatever space you work
is that you do whatever space you work within find the limits of your abilities
within find the limits of your abilities
within find the limits of your abilities and your knowledge and push do not be
and your knowledge and push do not be
and your knowledge and push do not be bored do not host find the hardest thing
bored do not host find the hardest thing
bored do not host find the hardest thing that you think you can do and try it out
that you think you can do and try it out
that you think you can do and try it out to allow for failure because if you
to allow for failure because if you
to allow for failure because if you picked the right challenge it’s not
picked the right challenge it’s not
picked the right challenge it’s not gonna be easy try it out again and again
gonna be easy try it out again and again
gonna be easy try it out again and again practice ask for help ask the people
practice ask for help ask the people
practice ask for help ask the people around you what it is but you are not
around you what it is but you are not
around you what it is but you are not doing right and do just that and if
doing right and do just that and if
doing right and do just that and if you’re not failing if you’re succeeding
you’re not failing if you’re succeeding
you’re not failing if you’re succeeding at it every time you didn’t pick a hard
at it every time you didn’t pick a hard
at it every time you didn’t pick a hard enough challenge up the difficulty level
enough challenge up the difficulty level
enough challenge up the difficulty level work at the just that edge of your
work at the just that edge of your
work at the just that edge of your ability that is where there is so much
ability that is where there is so much
ability that is where there is so much learning to be had three collaborate the
learning to be had three collaborate the
learning to be had three collaborate the group work that we do in school can feel
group work that we do in school can feel
group work that we do in school can feel inauthentic and painful but most of life
inauthentic and painful but most of life
inauthentic and painful but most of life beyond school involves working with a
beyond school involves working with a
beyond school involves working with a team teams have been some of the most
team teams have been some of the most
team teams have been some of the most profound spaces that I have ever
profound spaces that I have ever
profound spaces that I have ever experienced it’s where you are pushed to
experienced it’s where you are pushed to
experienced it’s where you are pushed to be your best self it’s where you are
be your best self it’s where you are
be your best self it’s where you are pushed to grow figure out how to be part
pushed to grow figure out how to be part
pushed to grow figure out how to be part of a good team how to communicate
of a good team how to communicate
of a good team how to communicate how to learn some other people for Maude
how to learn some other people for Maude
how to learn some other people for Maude teaching is hard and I have had a front
teaching is hard and I have had a front
teaching is hard and I have had a front row seat to instructors choosing to up
row seat to instructors choosing to up
row seat to instructors choosing to up their own difficulty level because the
their own difficulty level because the
their own difficulty level because the impact that they’re seeing on their
impact that they’re seeing on their
impact that they’re seeing on their students is profound so you have mad
students is profound so you have mad
students is profound so you have mad props to the people that we’re working
props to the people that we’re working
props to the people that we’re working with us on this but if you find yourself
with us on this but if you find yourself
with us on this but if you find yourself in a course that has a more traditional
in a course that has a more traditional
in a course that has a more traditional structure recognize how hard that is to
structure recognize how hard that is to
structure recognize how hard that is to and don’t give up on the idea of the
and don’t give up on the idea of the
and don’t give up on the idea of the internet being intrinsically motivated
internet being intrinsically motivated
internet being intrinsically motivated find ways to make that course work for
find ways to make that course work for
find ways to make that course work for you ask if you can customize an
you ask if you can customize an
you ask if you can customize an assignment bring learning from outside
assignment bring learning from outside
assignment bring learning from outside the classroom in take opportunities and
the classroom in take opportunities and
the classroom in take opportunities and ask the instructor if you can expand
ask the instructor if you can expand
ask the instructor if you can expand your knowledge and finally learning is
your knowledge and finally learning is
your knowledge and finally learning is better than grades bad grades won’t get
better than grades bad grades won’t get
better than grades bad grades won’t get you a job but good grades don’t mean
you a job but good grades don’t mean
you a job but good grades don’t mean that you do we are increasingly hearing
that you do we are increasingly hearing
that you do we are increasingly hearing from employers that they’re not looking
from employers that they’re not looking
from employers that they’re not looking at GPA and transcript because they tell
at GPA and transcript because they tell
at GPA and transcript because they tell such a limited story after school you
such a limited story after school you
such a limited story after school you are left with whatever you’ve earned and
are left with whatever you’ve earned and
are left with whatever you’ve earned and whether or not you have learned how to
whether or not you have learned how to
whether or not you have learned how to learn today we have more resources
learn today we have more resources
learn today we have more resources available to us to learn than ever
available to us to learn than ever
available to us to learn than ever before we can learn anything so explore
before we can learn anything so explore
before we can learn anything so explore diversify specialize but whatever you
diversify specialize but whatever you
diversify specialize but whatever you choose to pursue to learn make sure that
choose to pursue to learn make sure that
choose to pursue to learn make sure that you do it with your own goals in mind
you do it with your own goals in mind
you do it with your own goals in mind you just may be surprised how you can
you just may be surprised how you can
you just may be surprised how you can level up your own life thank you
”
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