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After successfully finishing the interdisciplinary course ‘Learning and Motivation’, students will be able to outline and discuss up-to-date scientific theories and recent empirical findings on learning and motivation. Our second objective is that students will be able to critically reflect on learning and relearning in children with learning and developmental disabilities, in the contexts of school and rehabilitation. Another objective is that students will be able to combine several theoretical approaches in an attempt to solve a current societal problem (Assignment). A final objective of this course is that students further develop their analytical, writing and discussion skills.
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This is a multidisciplinary course on learning and motivation. Continuous (‘lifelong’) learning and competence development (or ‘skill acquisition’, ‘knowledge development, and so forth) are necessary in modern times. Motivation is essential for learning and (re)learning, as it ‘provides the foundation for learning, skill development and behaviour change’ (Ford, 1992, p.22). Motivational insights may thus provide insight in why, how and when children, students, athletes or employees learn. The study of motivation and learning also provides insight in the (re)design of contexts –schools, sports, work- with a ‘high learning potential’. Finally, motivation is one of the determining factors in rehabilitation contexts that aim at the relearning of ‘lost’ skills.
The course consists of 9 two-hour sessions. The first session is an introduction on the course and its aims, on the assignment and written exam (examination), and on task division. The basic format of each of the six sessions 2, 3, 5, 6, 7 is that the lecturer provides an interactive lecture in the first hour. The second hour aims at an in depth and critical plenary discussion of the selected literature, followed by some final comments by the lecturer. This discussion is prepared and chaired by (pairs of) students. Session 4 has the character of an active workshop in which students discuss their assignment with each other and with the course coordinator. In the final session 8 (‘science cafe’) each student briefly introduces his/her assignment to the class in the format of a brief ‘pitch’ presentation.
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