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“ When it is very good,  instruction is  technical excellence  under the command of  artistic expression.” Raymond J Wlodkowski Enhancing Adult Motivation to Learn
Why design for motivation? ,[object Object],[object Object],[object Object],[object Object]
Questions ,[object Object],[object Object],[object Object]
What learning outcomes do we want? ,[object Object],[object Object],[object Object],“  ”  We want “deep” learners “ If learning has not been achieved,  what factors or behaviors have interfered with the learning process,  and what can we do about it?”  --CSCC Assessment Web Site
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Deep Learner ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],What are characteristics of deep and surface learning?
Knowledge Continuum ,[object Object],[object Object],Shallow Knowledge Deep Knowledge “ There are three kinds of blood vessels:  arteries, vanes and caterpillars.” Rote  Knowledge Shallow Knowledge Deep Knowledge
Knowledge Continuum ,[object Object],[object Object],Shallow Knowledge Deep Knowledge Can figure the area of a table top but not a soccer field. Rote  Knowledge Shallow Knowledge Deep Knowledge
Knowledge Continuum ,[object Object],[object Object],Shallow Knowledge Deep Knowledge Move beyond surface structure. See the parts and  the whole. Apply knowledge in different contexts. Rote  Knowledge Shallow Knowledge Deep Knowledge Requires persistent thinking to solve a problem.  This is sustained by:
OK, not this kind of motivation.
Goal orientation shaped by motivation. ,[object Object],Deep Extrinsic – Motivation -- Extrinsic
Extrinsic  v.  Intrinsic Orientation  Orientation Credential Degree or credential for promotion and advancement Educational Progression Grades, academic requirements, job Approval or proof of ability Recognition, self-esteem, status Association Social activities Skill Development Relevance to career or job Intellectual Achievement Self-satisfaction, mastery, challenge Self-improvement Personal growth, enjoyment of learning Association ** Community of practice (From Learning at a Distance by Anne Forster)
The case against extrinsic reward ,[object Object],[object Object],[object Object],[object Object],But they  compelled  me do it! Extrinsic When is extrinsic reward valuable? When there is a deep reluctance to engage Tasks with clear rules specific solutions Can be used as bridge to intrinsic motivation * See Ted Talks “Dan Pink on the surprising science of motivation” http://www.ted.com/talks/dan_pink_on_motivation.html
Is intrinsic motivation one thing? Basic Motivations Theory Steven Reiss, Ohio State Acceptance Vengeance Tranquility Status  Social  Contact  Saving Romance Power Physical  Activity Order Independence Idealism Honor Family Eating Curiosity
We have complex motivations Extrinsic Intrinsic Learning Goal Deep or Surface Outcomes   How do we encourage intrinsic motivations?
You have to take four of these classes. How do you feel about them? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How do you feel about these learning tasks? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How do you feel about these learning tasks? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Your motivation for engaging any of the preceding subjects or tasks  has something to do with how competent you feel in each subject or task and how relevant it is to you.
Relevance Intrinsic  Motivation Self-Efficacy Relevance
Relevance ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],* Pintrich, P.R. (1988) A process-oriented view of student motivation and cognition
Attention ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
“ Understanding is memory in disguise”* ,[object Object],[object Object],[object Object],[object Object],* Daniel Willingham, Why Don’t Students Like School?
How do you make new material relevant to learners? ,[object Object],[object Object],[object Object],[object Object],[object Object]
Relevance Structure ,[object Object],[object Object],Read the text See a demonstration Take a test Read a text See a demonstration Take a test Apply to new context Apply to new context Szekely’s torsion experiment(1950) in Marton & Booth,  Learning and Awareness , 1997 The demonstration:  A horizontal bar, weighted at each end, spins at end of a pendulum. The weights are moved toward the center. The rate of spin increases. Later a different demonstration illustrates the same principles.
Relevance Structure ,[object Object],[object Object],Read the text See a demonstration Take a test Read a text See a demonstration Take a test Apply to new context Apply to new context Who do you think performed better on the test?  (Alternative) Who do you think did better at applying principles to a new context?  (Alternative) How did the relevance of the learning experience differ in each group? (The alternative group had a different relevance structure when reading the text. Some material was more salient because it was relevant to experience.) Szekely’s torsion experiment(1950) in Marton & Booth,  Learning and Awareness , 1997
Intrinsic  Motivation Self-Efficacy Relevance
Self-Efficacy Belief that you can   do it Belief about the future based on past experience Attribute one’s success to ability, effort and knowledge Shadow side: overconfident and underprepared
Influences on Self-Efficacy Mastery Experiences:  Past success or failure, stored as prior knowledge in long-term memory Vicarious Experiences:  Observe someone we identify with succeeding or failing Social Persuasion:  Encouragement from a trusted friend or mentor Optimal Arousal:  We are relaxed, alert or enthused. Raymond Wlodkowski,  Enhancing Adult Motivation to Learn How do you help learners gain confidence in their ability to learn and succeed?
Designing for Motivation (Course of learning) Relevance Attention Grabber Orientation and explicit connection to prior knowledge Learner self-identifies goals Learner choice of learning material & activity Expose Learning Gap Use emotion to engage Self-Efficacy Metacognition: Talk about how one learns Recount past success Feedback and encouragement Learner to learner dialogue Intrinsic Feedback Intrinsic Feedback
Learning is problem solving ,[object Object],[object Object],[object Object],[object Object],[object Object],* Daniel Willingham, Why Don’t Students Like School?
Sequence of content Module 1 Intro Module 2 Info Module 3 More Info Designing Successful e-Learning: Forget What You Know About Instructional Design and Do Something Interesting Michael W. Allen, 2007   Module 4 More Info Complexity builds….
Sequence of content Module 1 Intro Module 2 Info Module 3 More Info Designing Successful e-Learning: Forget What You Know About Instructional Design and Do Something Interesting Michael W. Allen, 2007   Module 4 More Info At some point there  is exhaustion.
Game Design Challenge Mastery New  Challenge Greater Mastery Moments of mastery builds self-efficacy New  Challenge ,[object Object],[object Object],[object Object],[object Object],[object Object],Designing Successful e-Learning: Forget What You Know About Instructional Design and Do Something Interesting Michael W. Allen, 2007
Student Self-Reporting 1. Enthusiasm   "How can teachers expect us to be interested in a topic, if they don't seem interested in it?“ 2. Relevance   They can relate what they learn to their lives, their experiences and their career goals .  3. Organization   "We can see that they have done their homework, which makes us feel more    responsible to do ours.“ 4. Appropriate Difficulty Level   The instructor's expectations are not so simple as to "insult their    intelligence," yet most students perceive the material to be understandable and tests to    be fair and  "passable." 5. Active involvement   Students are actively engaged in classroom learning, which may involve    group discussion or other "hands-on" activities. In a lecture class, students may be    actively involved through frequent questioning by the instructor . 6. Variety   The same instructional techniques are not used in every class .  7. Rapport   The teachers are perceived as approachable and friendly .  8. Use of Appropriate Examples   Course material is made real, concrete and understandable through    the use of appropriate examples and related anecdotes.   ,[object Object],[object Object]
Keller’s  ARCS  Model ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Source:  http:// ide.ed.psu.edu/IDDE/ARCS.htm

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Motivation and Learning

  • 1. Made with Wordle: http://www. wordle .net/ .
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  • 3. “ When it is very good, instruction is technical excellence under the command of artistic expression.” Raymond J Wlodkowski Enhancing Adult Motivation to Learn
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  • 11. OK, not this kind of motivation.
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  • 13. Extrinsic v. Intrinsic Orientation Orientation Credential Degree or credential for promotion and advancement Educational Progression Grades, academic requirements, job Approval or proof of ability Recognition, self-esteem, status Association Social activities Skill Development Relevance to career or job Intellectual Achievement Self-satisfaction, mastery, challenge Self-improvement Personal growth, enjoyment of learning Association ** Community of practice (From Learning at a Distance by Anne Forster)
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  • 15. Is intrinsic motivation one thing? Basic Motivations Theory Steven Reiss, Ohio State Acceptance Vengeance Tranquility Status Social Contact Saving Romance Power Physical Activity Order Independence Idealism Honor Family Eating Curiosity
  • 16. We have complex motivations Extrinsic Intrinsic Learning Goal Deep or Surface Outcomes How do we encourage intrinsic motivations?
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  • 20. Relevance Intrinsic Motivation Self-Efficacy Relevance
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  • 27. Intrinsic Motivation Self-Efficacy Relevance
  • 28. Self-Efficacy Belief that you can do it Belief about the future based on past experience Attribute one’s success to ability, effort and knowledge Shadow side: overconfident and underprepared
  • 29. Influences on Self-Efficacy Mastery Experiences: Past success or failure, stored as prior knowledge in long-term memory Vicarious Experiences: Observe someone we identify with succeeding or failing Social Persuasion: Encouragement from a trusted friend or mentor Optimal Arousal: We are relaxed, alert or enthused. Raymond Wlodkowski, Enhancing Adult Motivation to Learn How do you help learners gain confidence in their ability to learn and succeed?
  • 30. Designing for Motivation (Course of learning) Relevance Attention Grabber Orientation and explicit connection to prior knowledge Learner self-identifies goals Learner choice of learning material & activity Expose Learning Gap Use emotion to engage Self-Efficacy Metacognition: Talk about how one learns Recount past success Feedback and encouragement Learner to learner dialogue Intrinsic Feedback Intrinsic Feedback
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  • 32. Sequence of content Module 1 Intro Module 2 Info Module 3 More Info Designing Successful e-Learning: Forget What You Know About Instructional Design and Do Something Interesting Michael W. Allen, 2007 Module 4 More Info Complexity builds….
  • 33. Sequence of content Module 1 Intro Module 2 Info Module 3 More Info Designing Successful e-Learning: Forget What You Know About Instructional Design and Do Something Interesting Michael W. Allen, 2007 Module 4 More Info At some point there is exhaustion.
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Editor's Notes

  1. Deep learners have longer retention and deeper understanding.