Updated Project Ethos (markdown)

Project-Ethos.md

@@ -7,26 +7,35 @@ However, gamification can be used in ways that might incentivise short term grow
 
 
 ## **Intrinsic motivation, not extrinsic motivation**
+
 Instead of: 
-“If you aren’t top 10 in the class leader board, you won’t make it onto the robotics team”
+_“If you aren’t top 10 in the class leader board, you won’t make it onto the robotics team”_
+
 Say something like: 
-“I see that you’re x points ahead of where you were last year, great work!”
+_“I see that you’re x points ahead of where you were last year, great work!”_
+
 Or: 
-“I didn’t realise you’d done so much electronics, can we do a skill swap?”
+
+_“I didn’t realise you’d done so much electronics, can we do a skill swap?”_
 
 Instead of: 
-“You must complete five tiles by the end of the week”
-Say something like: 
-“Pick a skill and tile to start and work through at your own pace”
+_“You must complete five tiles by the end of the week”_
 
-Leaderboard mechanics should not be used to inspire toxic competition, but instead allow you to enjoy the social aspects of upskilling, including skill swaps and helping others grow their skills. 
+Say something like: 
+
+_“Pick a skill and tile to start and work through at your own pace”_
+
+Leader board mechanics should not be used to inspire toxic competition, but instead allow you to enjoy the social aspects of upskilling, including skill swaps and helping others grow their skills. 
 Everyone works at their own pace, and it’s important in the learning process to not ‘skim the surface’ all the time but get a chance to ‘deep dive’ for topics and projects that truly resonate with us.  Forcing time limits or offering large rewards on completion encourages abuse of the self grading system, and might encourage early completion of the failure related tiles, incentivising breaking parts or setting up machines to fail.  The idea of ‘speed running’ real life skills is a funny concept but not to be encouraged or incentivised.  Quality of work over quantity of work, and journey over destination.  
 
 ## **Choice of flexibility, not rigidity**
 Instead of: 
-“You must build this specific object to complete this tile” 
+
+_“You must build this specific object to complete this tile” _
+
 Say something like:
-“Choose a tile to work on and make something that you’re excited to create”
+
+_“Choose a tile to work on and make something that you’re excited to create”_
 
 
 Lack of choice and agency can kill motivation and make participants lose interest.  Bringing your own creativity and ideas is a richer experience and allows more collective learning when working with others.  Sometimes this is not possible in classroom settings, but it’s worth reviewing the activity and introducing more freedom where possible.  Consider giving students a problem or challenge rather than directions to the solution.  When it comes to grading time, consider using student portfolios rather than graded tests.