motivating adult learners_ellsworth ctl presentation 2011
TRANSCRIPT
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Erica Ellsworth, [email protected] of Criminal Justice, Composition
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Much has been written on motivation andeducation. What really works in motivating
adult learners specifically in distanceeducation? Using the ARCS model by Dr.John Keller, I will explore design principlesthat encourage motivation in the onlineenvironment.
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Knowles and Andragogy Adult learners are different from children and that
difference must be taken into account when
considering motivation.
Keller and ARCS Design principles can help bring in the concept of
motivation. Technology is a tool that allowsinstructors to leverage ARCS principles to motivatestudents
Examples
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Andragogy PedagogyLearners are called participants orlearners.
Learners are called students.
Independent learning style. Dependent learning style.
Objectives are flexible. Objectives are predetermined and inflexible
It is assumed that the learners haveexperience to contribute.
It is assumed that the learners areinexperienced and/or uninformed.
Active training methods are used.Passive training methods, such as lecture, areused.
Learners influence timing and pace. Trainer controls timing and pace.
Participant involvement is vital. Participants contribute little to theexperience.
Learning is real-life problem-centered. Learning is content-centered.
Participants are seen as primary resources forideas and examples.
Trainer is seen as the primary resource whoprovides ideas and examples.
Table from The Modern Practice of Adult Education
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Adults not only learn differently thanchildren, they have different expectations of
learning and education.
Life experience changes the classroombecause adults expect to integrateexperience with new knowledge.
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The ARCS Model is Attention, Relevance,Confidence, Satisfaction
The ARCS model is a problem solvingapproach to designing the motivationalaspects of learning environments tostimulate and sustain students motivation tolearn (Keller, 1987).
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This is a form of design
It does not cause motivation, rather it enablestechnology to be manipulated to providemotivation
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Gain and maintain student attention
Stimulate behavior to gain knowledge
Maintain student interests
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Relate to learners experience
Set and explain goals through objectives
Meet and match student motivation
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Make students aware of requirements
Provide multiple achievement levels
Provide feedback.
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Give students the chance to use theknowledge in a real setting
Provide feedback and reinforcement
Maintain constant standards
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We know what Kellers ARCS Model calls for,and we know the limitations of design in our
own courses.
How do we manipulate technology toincorporate ARCS principles?
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What works?
Consider these two TED videos: Stanley McChrystal
http://www.ted.com/talks/stanley_mcchrystal.html
Dan Pinkhttp://www.ted.com/talks/lang/eng/dan_pink_on_
motivation.html
http://www.ted.com/talks/stanley_mcchrystal.htmlhttp://www.ted.com/talks/lang/eng/dan_pink_on_motivation.htmlhttp://www.ted.com/talks/lang/eng/dan_pink_on_motivation.htmlhttp://www.ted.com/talks/lang/eng/dan_pink_on_motivation.htmlhttp://www.ted.com/talks/lang/eng/dan_pink_on_motivation.htmlhttp://www.ted.com/talks/lang/eng/dan_pink_on_motivation.htmlhttp://www.ted.com/talks/lang/eng/dan_pink_on_motivation.htmlhttp://www.ted.com/talks/stanley_mcchrystal.html -
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If we arent excited, our students arentexcited.
Enthusiasm is contagious. It MOTIVATESstudents.
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How do you get student attention?
Weekly announcements
Articles and videos to reinforce topics Link current events to topics OR topics to
workplace Stimulate behavior to gain knowledge
Maintain interest
Get students attention
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http://ericacjctopicchat.blogspot.com/
http://ericacjctopicchat.blogspot.com/http://ericacjctopicchat.blogspot.com/ -
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How are you relevant?
Ask students to relate their experiences to topic at
hand Checklists
Are you as excited as students?
Relate to learners experience
Set goals and explain objectives
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In discussion and
seminar, ask Bob to
clarify how he useswriting as a patrol
officer. Ask Sally
how fire science uses
writing.
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Do students know and understand how to besuccessful in the course?
Rubrics Checklists
Clear feedback
All give students a clear sense of what isexpected of them and how they can besuccessful. Also shows students how to
evaluate strengths and weaknesses .
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Do students see the use of knowledge? Canthey see that their time is well spent?
Writing is used everyday. For example . . . This is a skill you will use (summary, explanation,
etc.)
Rubrics and feedback
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Knowles argued that adult learners differgreatly from children.
Knowing this, does the carrot and stickapproach that is used with children reallywork with adults?
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Adults are generally motivated when they aregiven clear goals that are related to theirpersonal goals.
Adults want to see how learning is related tocareers and everyday life.
Adults want time maximized. In other words,can they access information quickly andeasily?
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Utilizes Andragogy and ARCS to meetstudent needs
Ensures that we are effective communicators
Objectives
Goals
Expectations
Achievement
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Integrate academic learning with real worldsituations Show students how they can use their information
Bring in our own industry experience
Maximize time by modeling time
management and goal setting Checklist, calendars, etc.
Share effective strategies
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We have different levels of learners.Remember that the A student needs as
much motivation as the failing or strugglingstudent.
Give levels of achievement expectation.Challenge students to move up a level.
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One size does not fit all.
Keep a bag of tricks handy.
There will be times when we cant motivateour students. That is not a failing on our part.
What works this term might fail next term,and what failed this term may work nextterm.
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We cannot make our students learn or beexcited about a topic. We CAN give them the
tools to learn.
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Keller, J. M. (1987a). Development and use of the ARCS model ofmotivational design.Journal of Instructional Development, 10(3), 2 10.
Keller, J. M. (1987b). Strategies for stimulating the motivation tolearn. Performance & Instruction, 26(8), 1-7.
Keller, J. M. (1999). Motivation in cyber learningenvironments. Educational Technology International, 1(1), 7 30.
Knowles, M. S. (1980). The Modern Practice of Adult Education.Englewood Cliffs, NJ: Prentice Hall.
Kellers Website:http://www.arcsmodel.com/home.htm
http://www.arcsmodel.com/home.htmhttp://www.arcsmodel.com/home.htmhttp://www.arcsmodel.com/home.htmhttp://www.arcsmodel.com/home.htm