Dr. Harapnuik, as I am going ahead reviewing the resources you put together for this module, I am germinating the idea of the motivational aspect of this novel formative evaluation technique “feedforward”; the motives to provide a creative and encouraging assessment to an individual within our productive input to society seem to be based on the emotional dimension of learning, the embodied learning showing the reaction of the body-brain connection set our mind not just directed to the future for infinite possibilities of change in our behaviors, but also anchored to the present time, tied to a vivid experience where the nurturing information coming out of the reflection on the process we executed has its roots deep into the emotional responses-both agents of the process– to the critique provided. Maybe I am forcing this idea of emotions as the foundation of feedforward assessment; however, I strongly believe the motivational load on it, is evident in the narratives from Dr. Dweck, Eduardo Briceno, Josh Waitzkin, Sheila Heen, Marshall Goldsmith, and even yours, the possibilities are not limited to the cognitive or behavioral dimensions of learning, it is needed a holistic approach including the social and emotional dimensions of such process embodied in change. Looking forward to keeping exploring the subject along the PIDP 3351 course, thanks.
Dr. Harapnuik, as I am going ahead reviewing the resources you put together for this module, I am germinating the idea of the motivational aspect of this novel formative evaluation technique “feedforward”; the motives to provide a creative and encouraging assessment to an individual within our productive input to society seem to be based on the emotional dimension of learning, the embodied learning showing the reaction of the body-brain connection set our mind not just directed to the future for infinite possibilities of change in our behaviors, but also anchored to the present time, tied to a vivid experience where the nurturing information coming out of the reflection on the process we executed has its roots deep into the emotional responses-both agents of the process– to the critique provided. Maybe I am forcing this idea of emotions as the foundation of feedforward assessment; however, I strongly believe the motivational load on it, is evident in the narratives from Dr. Dweck, Eduardo Briceno, Josh Waitzkin, Sheila Heen, Marshall Goldsmith, and even yours, the possibilities are not limited to the cognitive or behavioral dimensions of learning, it is needed a holistic approach including the social and emotional dimensions of such process embodied in change. Looking forward to keeping exploring the subject along the PIDP 3351 course, thanks.
The motivational aspect of feedforward is only one part of the puzzle. Glad to hear this post has stimulated you to explore many other ideas.
Good team building advice. Gonna use this next week.