I have difficulty motivating myself (A2-3, B1-2, B9, B12).
Assume responsibility for your own learning Awareness of learning gaps is only relevant if you assume responsibility for your own learning (Cf. Payne, Whittaker, 2006) and are able to work on them systematically in a more or less ‘professional’ style. The following dimensions are relevant:
• The importance of motivation - Ask yourself why you want to study this subject. Without clear intrinsic motivation, i.e. based on your own wishes and interests, all your activities will become much more laborious. If your motivation for studying is primarily extrinsic (wish of parents, job perspective), it will be more difficult to remain motivated.
• The need for an active attitude - Motivation is necessary, but this alone is not sufficient for you to be able to study successfully. Your attitude is also important (B*). Adopt an active and continuous learning attitude. Aim at collecting and producing material and interpretations yourself. But know at the same time that trying to further develop the work of others (A1) and revealing your sources (E1) are two of the most important scientific attitudes. Go through the reflective circle systematically (A3) when you diagnose your own problems. Be active when you attend lectures (D*).
• Awareness of automatisms. Most human behaviour is based on (unaware) automatisms that are conditioned by past experiences and genetic factors (Tiggelaar, 2005). Most of your habits – whether good or bad, whether intelligent or non-sensical - are the result of these automatisms. In order to change anything, you should become aware of these automatisms.
• The challenges of the hyperkinetic society. Multi-tasking, an abundance of information sources, rapid media, all have increased the risk of superficial and chaotic thinking (Hallowell, 2005). This so called ‘hyperkinetic society’ (The Challenge, part I) affects the brain. In order to take up responsibility of your own learning, you have to develop a solid awareness of the challenges of this type of society.
• Plan backwards - Developing skills requires long term planning. You should be capable of analysing your progress in (combinations of) the different skills, by defining the skill profile that you want to achieve by the end of an activity – for instance a course. Look at the study guide for clues. Then, plan backwards. Aim at an annual mission definition for your skill development. Make an agreement with yourself which also leaves room for flexible time management in the short term (B9). Realise that skill priorities will change over time. Learning reports - Systematically analyse your progress in the development of skills (B4). Set new goals for each year. Organise feedback on your learning report either from peers in a self-managed study group, the course advisor, or from one of the teachers (B*).
