From Learning to Motivation Environments
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From Learning to Motivation Environments

How motivation should work in schools
0.0 (0 ratings)
Instead of using a simple lifetime average, Udemy calculates a course's star rating by considering a number of different factors such as the number of ratings, the age of ratings, and the likelihood of fraudulent ratings.
10 students enrolled
Last updated 8/2015
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  • 1.5 hours on-demand video
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  • Certificate of Completion
What Will I Learn?
  • Identify what research has to say about motivation and education
  • Learn how schools around the world define learning and motivation environments
  • Analyse what PISA can and can't tell us about schools and education
  • Compare business and pedagogical models for schools and education systems
View Curriculum
  • This seminar was presented live at the Convention for the International Confederation of Principals, "Leading Educational Design", in Helsinki, Finland, for 1000+ Principals and educators from around the world

Learning and motivation are old and complex topics. Schools everywhere in the world are concerned about the school engagement of children. The main public policy answer has been learning environment: competences, child centeredness, technology and premises. Motivation is a complex concept and hard to keep up. Schools, governments and researchers are still debating the proper way to motivate students. Principals, teachers and experts see the lack of motivation in school students, in rich and poor countries, as one if not the main obstacle/challenge for learning. And yet, there is not consensus about the best way to create motivation environments. There are two sides of the story or two models: the business one and the pedagogical one. Should teachers and schools use the pedagogical way at schools knowing that students will, sooner or later, have to live, as adults, in a fiercely competitive business world? I conclude by theorizing about the relationship between intrinsic and instrumental motivation from a game-theoretic perspective to try to shed some light about the type of motivation that schools and teachers should try at schools in order to prepare young students to the fiercely competitive world of adults.

Who is the target audience?
  • This seminar is presented for teachers, principals, researchers, education specialists, policy makers, and people interested in education around the world.
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Curriculum For This Course
8 Lectures
From Learning to Motivation Environments: Getting rid of clichés
8 Lectures 01:15:53

Eduardo Andere, Ph.D, is being presented at the Convention for the International Confederation of Principals, "Leading Educational Design" in Helsinki, Finland, to 1000+ educators from 46 countries. First remarks.

Preview 04:00

One of the main concerns in schools is: How to engage those students that are not interested or motivated in studying? After all.... “Motivation and engagement can be regarded as the forces behind learning”* (OECD)

The global answer to this concern, from the public policy point of view, has been everywhere: Learning and motivation environments.

What is the meaning of “learning and motivation environments” in the daily life of schools, at least at the slogan level?

Preview 15:04

We have learned from teachers and principals that the human interaction, the so-called teacher- student relation is crucial.

What do teachers and principals from schools around the world have to say about learning environments and motivation? In this lecture we will present the main findings about my research project visiting schools in high performing countries.

Principals, Teachers and Leadership

There are two kinds of schools and education systems: Process oriented and goals oriented.

Who is right or wrong and why?

Two kinds of schools and education systems

We asked teachers around the world what are the most significative factors behind learning.

Quality of teachers and principal's leadership top this list. But, Is this really so?

Teachers are important, but at least in these cases some other factors at play seem to be as important or more important than teachers for students' achievement.

Factors behind learning

The first thing that I learned after visiting so many schools and interviewing so many educators is that all schools are not equal, not even similar.

They may be similar in one aspect, but not in all the relevant ones.

In this lecture we will review different characteristics of schools and its relation to PISA rankings.

PISA and schools around the world

If rankings are not the whole picture, what is PISA missing? And after these findings, what should we know about motivation?

There are two motivation levers: Intrinsic or endogenous and extrinsic o exogenous.

From these two levers, we can develop two different stories or models for motivating people:

  • •Business model
  • •Pedagogic model
What about global competition? How has it reached schools?
What is PISA missing?

In this last part of the seminar we can listen to interesting questions and answers from the audience.

Questions and answers
About the Instructor
Dr. Eduardo Andere M.
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417 Students
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EDUARDO ANDERE M., es analista y escritor en temas de políticas públicas, política educativa y educación comparada, es investigador visitante de la Escuela Steinhardt de Cultura, Educación y Desarrollo Humano de la Universidad de Nueva York y de la Facultad de Ciencias Políticas del Colegio de Boston; y está afiliado al Centro Regional de Formación Docente e Investigación Educativa en México.


El Dr. Andere es Doctor en Ciencia Política del Colegio de Boston con maestrías en Economía y Administración Pública de las Universidades de Boston y Harvard respectivamente. Obtuvo su licenciatura en Derecho de la Universidad Iberoamericana. Su tesis obtuvo el Primer Premio de Economía Banamex.

 Es autor de 11 libros sobre educación, política educativa, aprendizaje y educación comparada: 

  • 1.¿Cómo es el aprendizaje en escuelas de clase mundial? Noruega, Polonia, Japón, Corea del Sur, Shanghái, Islandia y Canadá. Tomo II. 2016. Pearson: México D.F.
  •  2.¿Cómo es el aprendizaje en escuelas de clase mundial? Finlandia, Flandes, Países Bajos, Suiza, Chile, Estados Unidos y México. Tomo I. 2015. Pearson: México D.F.
  • 3. Teachers' perspectives on Finnish school education: Creating learning environments. 2014. Springer: Berna, Suiza.
  • 4. La escuela rota: sistema y política en contra del aprendizaje en México. 2013. Siglo XXI Editores: México D.F.
  • 5.La cultura del aprendizaje: hogar y escuela del siglo XXI. 2011. Autor: México D.F. 
  • 6.Finlandia: el éxito en PISA y más allá comienza en primaria y más atrás. 2010. Autor: México D.F.:
  • 7.The lending power of PISA: league tables and best practice in international education. 2008. Centro de Investigación de Educación Comparada de la Facultad de Educación de la Universidad de Hong Kong: Hong Kong. (Versión en español: El poder de PISA: listas de ranking y mejores prácticas en educación internacional. 2010. Biblioteca Mexiquense del Bicentenario. Nuevo Pensamiento).
  • 8.El poder de aprender: escuelas que piensan. 2008. Autor: México D.F.
  • 9.¿Cómo es la mejor educación en el mundo? Políticas educativas y escuelas en 19 países. 2007. Santillana: México D.F.
  • 10.México sigue en riesgo: El monumental reto de la educación. 2006. Planeta: México D.F.
  • 11.La educación en México: un fracaso monumental. 2003. Planeta. México: D.F. 

El Dr. Andere es conferencista nacional e internacional, asesor, consejero y autor de varios artículos en revistas especializadas nacionales e internacionales. Su más reciente artículo en revista arbitrada: Andere, E. (2015).  Are teachers crucial for academic achievement? Finland educational success in a comparative perspective.Education Policy Analysis Archives, 23(39).

  El Dr. Andere es miembro del SNI, es evaluador internacional para la revista científica “European Journal of Teacher Education”; colabora como escritor y consejero en el portal “educacionfutura”, y es columnista invitado en el periódico Reforma.