Motivating Adult Learners Video

Below is the link to my video on YouTube.
http://www.youtube.com/watch?v=8oGBab_rfa8

Static and Dynamic Technologies

http://docs.google.com/fileview?id=0B438FpVyzbxiZTY5NGVjZjEtNGM2Zi00NWEyLThkOTMtY2QwNzczZTJjMjgz&hl=en


Reflection:

Based upon the learning in this class so far, I can position myself on the static communication side of the continuum. I still am a little vague on the difference between static and dynamic technologies tools so please feel free to critically analyze my concept map and offer suggestions and comments.

CONTENT, COMMUNICATION, AND COLLABORATION

http://docs.google.com/fileview?id=0B438FpVyzbxiZmUxNTM1YzItNmUwMC00ZTU0LThkNTgtNDg4MGY2YzdlYjI1&hl=en


REFLECTION
The Durington and Siemens resouces gave great insight into how to effectively structure and maintain an online learning enviornment. I believe that a great deal of the information can be transferred to the F2F classroom setting, as well. For example, Durrington (2006), et. al, spoke of our intonation when we communicate with students via email, and through the web. In a brick and mortar setting, educators sh0uld also be mindful of their tones when communicating with student's parents/guardians via email or other non F2F communications. Furthermore, classroom wikis and blogs can be utilized in a traditional classroom setting. This gives the student opportunitiesto express themselves verbally in a modern digitized format that so many of then have become accustomed. This tool is especially helpful for the introverted students who may be slow to ask questions or espress themselves openly in a F2F enviornment.

Assessing Students in Online Collaboative Learning

As George Siemens postulates, one of the greatest challenges of educators is to be able to assess students fairly and equitably in collaborative learning. Often students are hesitant about cooperating in collaborative activities due to fear that they will not be graded fairly. This position is mostly held by those students who are considered "high achievers" who have through the traditional model of education acquired their high marks by their sole achievements. 

In the Siemens vodcasts, "Assessment of Collaborative Learning," Siemens presents three models by which students may be assessed:

1. peer assessment through comments and feedback
2. online communities such as listservs
3. educator model-managed by wikis that tracts students contributions and time logged in.

It is important to note that if students feel that their collaborative work constitute only a portion of their grade and that they are given opportunities for individual work, they are more likely to positively participate in collaborative efforts, according to Siemens in his "Learning Communities" vodcast.

I agree that collaborative work should only constitute a portion of the student's grade. The exact percentage is up to the individual educator. There are some students that are new to online collaborative learning and have been use to being graded through the traditional individual model. Therefore, in order to acquire more positive attitudes from these students, educators should present a mixed-model for assessment.

Motivating Adult Learners Storyboard

Follow the link below to access storyboard:

http://docs.google.com/fileview?id=0B438FpVyzbxiNjFlM2JlODMtYjQ0NS00NjQ5LThmMmQtNTBjMDlmZWM2ZDAz&hl=en

GLOBAL DIVERSITY

Distance education is thriving due to its ability to allow learners in education as well as the in corporate world to connect and close communication gaps.  The distance education learning experience opens up a wealth of opportunities for individuals to converse and share ideas that would not be possible because of time and distance restraints. Distance education does create more effective learning experience due to its ability to accommodate global diversity. It allows students from around the world to share the same time and space through such technology tools as teleconferencing and videoconferencing. With these tools, a diverse group of students are enabled to share experiences, perspectives, and ideologies that would not be possible in face-to face learning environments.

The following links are blogs representing globally connecting in education:

http://connected.waldenu.edu/index.php/blogs/39-technology-in-the-classroom/522-globally-connected-but-personally-disconnected.html 

http://connected.waldenu.edu/index.php/blogs/39-technology-in-the-classroom/470-why-web-20-teaching-is-hard.html

MOTIVATION-A KEY ELEMENT TO LEARNING

It is fascinating to observe adolescents engaged in the learning process. They are so eager to learn. Every bit of knowledge given to them is intriguing and welcomed. Young learners routinely question and look for answers and explanations to their new world. But what motivates them to quest for this knowledge? According to Gom, 2009, p. 18, “learning without understanding the facts of motivation is a recipe for disaster.” There are two types of motivation factors that guide learning. They are intrinsic and extrinsic motivation (Gom, 2009). Gom explains that with extrinsic motivation, students work hard because there is some reward in store--external factors are not a reason for their motivation. Whereas with extrinsic motivation, “students are motivated because something inside of them makes them have a strong desire to learn” (Gom, p. 18).Whether the motivation is intrinsic, extrinsic or a combination thereof, one’s motivation to learn is an area of intrigue at various levels of academia. .
The purpose of this blog is to explore the facets of motivating adult learners. Furthermore, the justification for exploring these facets of research will be given.
According to Gom, 2009, extrinsic and intrinsic motivational factors can also be applied to adult learner, as well. Gom contends that adult learners may be motivated by the pursuit of a promotion or getting a higher salary. Intrinsic motivation applies to adults “where they develop high ”self-esteem” (Biech, 2004, as cited by Gom, 2009). Gom postulates that adults with intrinsic motivation see the task of learning as a joyous and exciting experience and those learners are more likely to be independent and less likely to be dependent on the teacher for further help.
Andragogy focuses on adult learning whereas pedagogy relates to children learning (Gom, 2009). Gom states that Knowles (1984) developed this theory which is premised on four basic assumptions (a fifth was added later). The assumptions are:
1. Self-concept: As people mature their self concept moves from one of
being a dependent personality toward one of being a self-directed
human being.
2. Experience: As people mature they accumulate a growing reservoir of
experience that becomes an increasing resource for learning.
3. Readiness to learn. As people mature their readiness to learn becomes
oriented increasingly to the developmental tasks of their social roles.
4. Orientation to learning. As people mature, their time perspective
changes from one of postponed application of knowledge to
immediacy of application, and, accordingly their orientation, toward
learning shifts from one of subject-centeredness to one of problem
centredness.
5. Motivation to learn: As people mature the motivation to learn is
internal. (Knowles 1984:12)
Justification for Topic
The process of motivating adult learners is an area that is in great need of exploring. We often speak of pedagogy and motivating young learners; but the area of andragogy is open for exploration. With the prevalence of distance education globally, more adults are becoming involved in pursuing advanced degrees and continuing education opportunities. Though, it has been noted that adults tend to have more intrinsic motivational factors (Knowles, 1984 as cited by Gom, 2009), adult learners are still in need on continuous motivation as they engage in the learning process. This is due to their abundance of work and home responsibilities that can often reap havoc on their daily lives. It would be so easy for them to give up. In light of these factors, it behooves adult educators to reflect upon successful motivational techniques and strategies to keep the adult learner engaged and motivated.

Reference

Gom, O., (2009). Motivation and adult learning. Contemporary PNG Studies: DWU Research Journal, vol 10. Retrieved from Walden University Academic Research Premier database on December 19, 2009.