This document summarizes key concepts from a chapter on motivation and learning in adult education. It discusses classical motivation theories, the concept of "flow" involving complete focus and engagement, and factors that influence motivation like autonomy, mastery and purpose. It also addresses minimizing instructor-generated cognitive load on learners and conditions for motivating learners, such as inclusion, building positive attitudes, meaning creation and demonstrating competence. Strategies are provided for instructors to enhance learner motivation through expertise, empathy, enthusiasm, clarity and respect.

1. Motivation and Learning
Class Session 8
March 28, 2019
Adult Learning: Linking Theory and Practice by
Merriam and Bierema, 2014

2. Agenda
 Key Concepts from chapter on Motivation
and Learning
 Motivational strategies
A “flow” test
Your “to-don’t” list
Reflecting on your motivation for learning
Calculating Margin-in-Life

3. What is Motivation?
• The drive and energy we put into doing what we
want to do
• Effort, perseverance, completion (Wlodkowski, 2008)
• Intrinsic or extrinsic
• Autonomy, mastery, and purpose (Daniel Pink (Drive,
2009)
• the yearning to direct our own lives (self-directedness)
• the compulsion to progress and improve (a mindset)
• The desire to pursue something beyond ourselves

4. What is Motivation?

5. Classical Motivation Theories
• Economic – rewards and
punishments
• Social – social and
emotional effects of
working in groups
• Behavioristic –providing a
stimulus to provoke
response
• Need-driven – hierarchy of
needs
• Cognitive – how thoughts
influence actions

6. Significant Concepts
The idea of “flow” – completely
focused motivation for learning.
• Ultimate experience in harnessing
emotions in performing and
learning
• Emotions are contained and
channeled: positive, energized,
and aligned with the task at hand
• Single-minded immersion: a deep
focus on nothing but the activity,
not even oneself

7. Concept of Flow
• Seminal work, Flow: The Psychology of
Optimal Experience
• Achieving flow requires:
• High level of challenge-skill balance
• merging of action and awareness
• immediate and unambiguous feedback
• concentration on the task at hand
• paradox of control
• transformation of time
• loss of self-consciousness
• autotelic experience (intrinsically motivating)
Csikszentmihalyi
(pronounced
CHEEK-sent-ma-HY-ee)

8. Give Yourself a (modified) “Flow” Test
• Think back to moments of total engagement (flow)
oWhere were you?
oWhat were you doing?
oWere you alone or with someone?
• Do you have certain times of day that are more “flow-
friendly” than others?
• How might you increase opportunities to be in the “flow”
state?
• What can you now say about work, studies, or other
activities?
• How might you use the idea of “flow” with your learners?

9. What’s on Your To-Don’t List
Behaviors and activities that
drain your energy
Create an agenda of
avoidance to keep you away
from the things that drain
your motivational energy
• End unimportant /
unnecessary obligations
• Eliminate time-wasting
distractions

10. Reflect on Pink’s Questions about Motivation
• When you think about your best work, what is most
important to you?
Autonomy over what you do (task)
When you do it (time)
How you do it (technique)
With whom you do it (team)
• How much autonomy do you have in your learning or
teaching right now?
• How many of your 168 hours last week did you devote to
what really motivates you?

11. Be Mindful of “Cognitive Load”
McClusky’s Margin-in-Life Theory (1963)
Margin = Power where margin equals energy
Load available for learning
Power consists of the resources and capacity the individual
has at his or her disposal to handle challenges
Load consists of tasks of life (family, school, career) as well as
internal self-concept, goals, personal expectations

12. Sometimes, learners are drinking from a fire hose

13. Elements of Load and Power
Self and Societal Demands
on Learner (LOAD)
• External
• Family commitments
• Job responsibilities
• Social obligations
• Instructor too impatient
• Civic duties/commitments
• Internal
• Expectations of self
• Ideals
• Goals
• Values
• Attitudes
Learner’s Resources to Cope
(POWER)
External resources / capacity
• Physical health
• Economic wealth
• Social abilities
• Social contacts
• Internal skills/experiences
• Resiliency
• Coping skills
• Personality
• Intelligence

14. Instructor-Generated Load
• Attitude
• Learner treated as inferior
• Learner’s opinions ignored
• Instructor too impatient
• Instructor too rigid
• Behavior
• Instructor’s distracting
mannerisms
• Instructor’s mumbling
• Instructor’s disorganization
• Instructor’s lack of eye contact
• Task
• Inappropriate assignment
• Unclear grading practices
• Busy work
• Too little time to do the
assigned work
• Environment
• Cramped space,
uncomfortable chairs
• Poor lighting or noise
• Room too hot, too cold

15. Minimizing Instructor-Generated Load
• Acknowledge the concept of “load” exists for
your learners
• Understand their concerns do not just center
on your learning agenda
• Acknowledge that you may be contributing to
load
• Address the issue of margin (available energy
for the task at hand)

16. Wlodkowski’s Conditions for
Motivating Learners
• Inclusion – provide opportunities for introductions
to build connections
• Building positive attitude toward learning
• Meaning creation – give learners opportunities to
respond and engage
• Competence – provide effective feedback

17. Five Pillars of Motivating
Instructors
1. Offer expertise
2. Express empathy
3. Show enthusiasm
4. Demonstrate clarity
5. Show respect
From Enhancing Adult Motivation to Learn, R. Wlodkowski, 1999

18. How to Become More
Motivating
• Know your subject well enough to bridge the gap with
what the learner knows
• Continuously consider the learners’ perspective and
feelings
• Contribute to fulfilling the goals of the learner
• Evoke passion for your subject matter and share your
enthusiasm
• Be your authentic self in front of learners
• Communicate clearly –Plan your instruction like a road
map by emphasizing important concepts and skills.

19. For next week, you have a blog
post question to answer!