Group items tagged

I plan to continue blogging as I work to incorporate what I have learned into my class this year.

“If instructors gave as much thought to the construction of their on-campus courses as they do their online courses, all education would be better”.

I hope that my learning about online teaching really does have positive impacts on my face-to-face teaching.

all humans have an intrinsic need to be self-determining or autonomous

as well as to feel competent

connected

SDT explains extrinsic motivation processes in terms of external regulation as the reasons for undertaking the task lie outside the individual.

a perception that what they do will not affect the outcome

an attribution of low value to the task being undertaken

the tendency to focus only on intrinsic motivation

It measures situational intrinsic motivation, extrinsic forms of motivation (external regulation and identified regulation), and amotivation

Case study one was situated within a compulsory integrated science and technology course

Case study two was positioned within an introductory social studies curriculum course that formed a compulsory component of the same programme.

suggests that higher quality, more self-determined types of motivation were only slightly more evident than the traditional type of extrinsic motivation–external regulation (Ryan & Deci, 2000) and amotivatio

suggesting that autonomous types of motivation (i.e., identified regulation and intrinsic motivation) were more prevalent.

associated with individuals who engage in an activity because the results may have personal value to them or because the activity is regarded as worthwhile.

these findings clearly show that motivation can be a complex and multifaceted phenomenon that cannot be fully explained from the perspective of motivation as either a learner characteristic or an effect of learning environment design.

practitioners need to be cognisant of the important role they play in influencing learner motivation when designing learning activities.

he relevance and value of the task

need to be clearly identified and linked to learning objectives to help

By offering meaningful choices (i.e., not just option choices) to learners that allow them to pursue topics that are of interest to them, the perceived value of the activity is further enhanced.

ongoing communication with learners, where they feel able to discuss issues in an open and honest manner, practitioners are in a better position to accurately monitor and respond to situational factors that could potentially undermine learner motivation.

I found it is the revisions and creation of the product that you learn, you learn in the doing… the applying and the creating.

I learned that you need to have a solid foundation to start by assessing skill levels and giving students the fundamentals is an essential process. You need to break learning up into manageable part but embed learning exercises to enhance knowledge. You have to know your audience and be aware of your assumptions. When designing a course you need to use best practices to enhance your course design. You will put a lot of time and effort in the design process… as a result expect a little blood sweat and tears (there is no guarantee you will look the same at the end :).  It is important to remember a students way of learning evolves, that means your teaching style will have to evolve too. Don’t be afraid to try new things…the more you learn the more you can offer your students.  Learn to be a self-reflective, dig deep into yourself but more importantly I learned there is a great thing to be gained in the perspective of others, value that and seek that out. This course is more than a process it is a journey!

course design as a critical factor in determining the quantity, quality, and type of interactivity

connectivism

it relies on the connected learning that occurs through interaction with various sources of knowledge

participation in communities of common interest, social networks, and group tasks.

Transparency of expectations Details of the requirements to participate in a study group are posted in the course syllabus. The purpose (learning objectives) of collaboration and expectations of the learners are made very clear in the main conference. If students communicate reluctance about study group participation, instructors encourage participation and are open about discussing the purpose and process.

Transparency of expectations

Transparency of expectations

Clear instructions

Clear instructions

Meaning-making/relevance

Meaning-making/relevanc

scaffolding

informality, familiarity, honesty, openness, heart, passion, dialogue, rapport, empathy, trust, authenticity, disclosure, humour, and diverse opinions