Download here: http://gg.gg/vhdc5
*The Role of Commitment, Mission and Motivation in the Learning Process Learning is an active expression of life purpose and requires the rigorous, ongoing application of both inner and outer resources on the part of the student. This commitment of resources arises from a dedication to a specified course of action, an.
*With our products, teachers can customize their instruction to suit the specific learning needs of every student and take advantage of their unique learning strengths. Student Motivation Our interactive eLearning environment contains incentives and rewards designed to keep students motivated and engaged each day.
In his 2010 autobiography Life, Keith Richards describes the moment he became disengaged from school as a child. “Technical drawing, physics, mathematics, a yawn, because it doesn’t matter how much they try to teach me algebra, I just don’t get it, and I don’t see why I should,” he wrote. “I would learn it, I could learn it, but there’s something inside of me saying this is going to be no help to you, and if you do want to learn it, you’ll learn it by yourself.”
Offered by McMaster University. This course gives you easy access to the invaluable learning techniques used by experts in art, music, literature, math, science, sports, and many other disciplines. We’ll learn about the how the brain uses two very different learning modes and how it encapsulates (“chunks”) information. We’ll also cover illusions of learning, memory techniques, dealing. Kevin Stephens, a vice president at performance-improvement consultancy Excellence In Motivation, spoke of how motivation and learning have to co-exist. “Motivation without learning is not very effective,” Stephens said. “Motivation without learning; you end up with energized incompetence. And similarly, learning without motivation you.Motivation To Learningmr.’s Learning Website Free
Though he may have been reasoning his way to his eventual fate as a millionaire guitarist in the Rolling Stones, Richards hits on a point chief learning officers must grapple with: learner motivation and how to best facilitate it. To truly reach learners, organizations need to first communicate to learners why what’s being taught is important and then get them to want to learn it for their own benefit — in other words, motivate them.
Kevin Stephens, a vice president at performance-improvement consultancy Excellence In Motivation, spoke of how motivation and learning have to co-exist. “Motivation without learning is not very effective,” Stephens said. “Motivation without learning; you end up with energized incompetence. And similarly, learning without motivation you end up with inert brainpower — a stagnant brain swamp instead of a brainstorm.”
But what if learners are not motivated to even participate in corporate learning programs in the first place? Daniel Pink, author of Drive: The Surprising Truth About What Motivates Us, considered this. “First, I wonder if employees have much discretion over what they learn, how they learn it and when they learn it. If the programs are one-size-fits-all, as many are, that can thwart autonomy and lead to disengagement,” Pink said. “Second, one weakness of some programs is that they’re all trees and little forest. That is, they concentrate on the minutiae of how to do something, but ignore the reasons why learning it is important. It’s all content and not context.”
An important distinction to make in considering motivation, particularly as it relates to learning, is the difference between intrinsic and extrinsic motivators, a central consideration of Pink’s book Drive. It argues that motivation by extrinsic factors, such as monetary rewards, is outmoded, and motivation today should be based on intrinsic properties, such as a desire for self-development.
Stephens, meanwhile, has written a white paper published by the Incentive Marketing Association titled “You Say Intrinsic, We Say Extrinsic … Should We Just Call the Whole Thing Off?” in which he analyzes Drive. He argues that intrinsic and extrinsic motivators aren’t necessarily exclusive; they can co-exist or even blend.
“The focus should be rather than put it into this dichotomous framework, talk about what kind of intrinsic motivations are compatible with organizational goals,” he said. “The goal is to align their intrinsic interests with the organizational goals, and you can do that through extrinsic rewards.”
To do so, Stephens said, organizations need to get learners to identify what they’re being asked to learn and why. “Rather than go, ‘Oh, they want me to do this and if I do it they’ll pay me for it,’ if you can get to the part where they’re going, ‘I understand what they’re saying here and I identify with it and want to do it, and hey, bonus, I’m even being rewarded for it,’ that’s internalized, extrinsic motivation.”
Stephens was quick to point out that learning initiatives are likely to fail without some amount of intrinsic motivation. “I don’t think that you can have an effective learning initiative that is entirely forced upon an individual unless you can appeal to their intrinsic interests,” he said. “That’s going to be a losing proposition. But I do think that if there’s already intrinsic interests that extrinsic rewards are perfectly appropriate. People love to get reinforcement or material, extrinsic rewards for completing tests of their knowledge.”
Pink allows there is a gray area between intrinsic and extrinsic motivation. “Truth be told, there’s nuance here,” he said. “The kinds of rewards that some folks in [Stephens’] group advocate are perfectly fine and consistent with the science. When if-then rewards are used as a form of control, the science shows they’re just not very effective. But when rewards are used as form of feedback or information on how someone is doing, or as a form of fairness, they can be very useful.”
The best practice, Pink said, is for organizations overall to provide a context in which self-motivation-to-learn flourishes. “One [of] the scholars I interviewed for Drive said it best. He said that we have to get past this idea that motivation is something that one person does to another and instead realize that it’s something people do for themselves,” Pink said. “So the best approach is to pay people well and then provide a broader environment of autonomy, mastery and purpose. Ideally, an employee would be motivated to learn both because it sharpens her abilities and helps the company.”
But to get there, learners have to know how what they learn will help the company. Here, Stephens said, learning departments play a key role. “The proper role [for learning] would be to educate individuals [on] what the goals of the organization are and how their desired behaviors will help them achieve not only organizational goals but their own personal goals.”
Daniel Margolis is managing editor of Chief Learning Officer magazine. He can be reached at dmargolis@CLOmedia.com. Xin key cad 2010.Next Up
Editor’s Note: This article is a revised version of an article that appears in a 2012 issue of The Social Media Monthly. If you like it, you might want to download The Social Media Monthly iPad app or iPhone app and subscribe, or order a print subscription.
Online education has never looked more promising. In May, Harvard University and MIT launched edX, a $60 million not-for-profit venture in online education. Joined by the University of California, Berkeley, these prestigious universities are offering free online courses to students worldwide, with certificates of completion. It prompted a Forbes writer to ask: “Will edX put Harvard and MIT out of business?”
With tuition and student debt uncomfortably high, and video publishing and digital collaboration on the rise, online learning appears to be the Way of the Future. There’s only one problem: we’re lazy.Learning Motivation Pdf
The university, in many ways, is designed to combat student laziness. There’s the revered professor, who surveys the room for nappers, frowns when handing back a D on a test, and bans Facebook. There are other students, who ask you questions in the hall and want to collaborate on homework. There are your parents, who may be footing the tuition bill and expect some return on investment. In other words: lots of social pressure on you to pay attention and put in the study hours.
Online, it’s just you and the screen. “We’re social animals,” explains Timothy A. Pychyl, an associate professor of psychology at Canada’s Carleton University. “There’s no doubt that not being in a social context changes a learning environment, and you’re going to lose some things.” Some online courses lack any real social interaction, and they don’t make up for it elsewhere. “Some people, in the name of online learning, create the most boring websites that no one would ever go to,” he adds.
When online courses have no set dates – no 12-week agenda with regular Monday, Wednesday, and Friday sessions – student motivation can suffer. “From my research on procrastination, I would argue that it leads to anemic intentions, weak intentions,” Pychyl explains. Like the procrastinator with no deadline to spur some action, we put off our learning.
Katherine Zimoulis, a PR specialist at Taft and Partners, experienced this during an introductory public relations course on Mediabistro: “When I was traveling a lot for my job, it was easy to ‘excuse’ myself from class work,” she recalls.
If online education sites are ever going to put the Ivy League schools out of business, they’ll need to take a crash course in the psychology of student motivation.Lesson #1: Encourage autonomy
As human beings, we feel most motivated when we are the ones in control of the situation. “The moment someone’s taking away your sense of agency, undermining your autonomy, you’re less motivated,” explains Pychyl. “It’s kind of like, ‘Okay, what hoop do you want me to jump through next?’” The drive for autonomy is part of self-determination theory, a theory of what motivates human behavior, explains Michael Pantalon, an assistant clinical professor at the Yale School of Medicine.
For online learners, encouraging autonomy means giving them choice. When Pantalon ran an online course for medical professionals, he offered students the option to read the study material first or dive right into a simulated crisis situation. Coursera, which has free courses from top universities like the University of Pennsylvania and Stanford, gives students choice by allowing them to speed up instructional videos as much as 2x. Codecademy, a site for learning programming, has a smorgasbord of one-off courses that you can take in any order you like.Lesson #2: Get social
To make up for the lack of social interaction, online education sites are developing a variety of solutions, like commenting, forums, and integration with social networks. Udemy, which offers free and paid courses with a focus on technology and business, has online forums for each course where students can ask and answer questions. In the MITx discussion forums, students earn karma points that go toward privileges like editing comments or closing threads. MITx also has a wiki where students share knowledge.
A few sites value social interaction so much that they actually have an offline component. In SkillShare’s “hybrid” classes, students are assigned a project; go online to ask questions, give feedback, and share resources; and meet in person to collaborate. Coursera lets students organize meetups, billed as “a great way to meet your fellow ‘Courserians,’ swap stories, share ideas, form study groups, and have a great time.”
Coursera student Dawn Smith enjoyed the socializing happening online. “Absolutely loving that my Coursera classmates and I are chatting about our lives and experiences from around the world!” she said.Lesson #3: Give feedback
The self-determination theory of motivation posits that one of the basic human drives is a feeling of confidence. Online courses can instill confidence by giving students regular feedback and helping them track their progress.
For example, Khan Academy – a not-for-profit aiming to make education available to anyone worldwide – features a Vital Statistics page that tracks your every move on the site. You can see how you’re doing in each subject, and trace it all the way back to the individual problems you answered.Lesson #4: Teach self-motivation
Cute badges aside, the way to solve the problem of motivation is to teach students to motivate themselves. This sentiment was echoed by Diane Saarinen, a publicist at Saima Agency who took a PR certification course online: “It’s BYOM – Bring Your Own Motivation,” she says. “No can motivate you but yourself.” She uses techniques like waking up early (less hustle and bustle and bleeping devices) and journaling about how she’s doing and what her goals are.
In studying procrastination, Pychyl has found that creating short-term “implementation” goals works better than abstract goals: for example, “read a chapter every afternoon” rather than “pass Philosophy 101.” Pantalon, who wrote a book called Instant Influence about motivating people (including yourself) to change, recommends starting with some self-reflection. Why are you doing what you’re doing? Why are you ready to do it? What will the positive outcomes be?
For example, Zimoulis, the PR specialist from above, set goals to finish her assignments before watching her favorite TV show. And she also stumbled upon Pantalon’s approach: “I kept myself motivated by researching jobs and careers I felt I could pursue once I had this course under my belt,” she recalls.
Although this type of internal motivation may be harder to ignite, it can burn faster and longer than external motivation and the allure of sometimes-gimmicky rewards. Download mod call of duty minecraft 1.12.2. “When you have too many people telling you why you should be doing what you’re doing, it gets in the way of you really figuring out your own deeply personal reasons,” says Pantalon.
The problem of motivation isn’t a new phenomenon in education. I suspect that things like field trips, and star stickers on top of tests, and the “dunce” corner all have their roots in subpar student motivation. Online learning has some distinct advantages – it can be tailored to your needs, your interests, and your schedule – but it still faces the problem of motivation. We’ll have to solve that problem before e-learning becomes the norm, and it isn’t a no-brainer.
Download here: http://gg.gg/vhdc5
https://diarynote.indered.space
*The Role of Commitment, Mission and Motivation in the Learning Process Learning is an active expression of life purpose and requires the rigorous, ongoing application of both inner and outer resources on the part of the student. This commitment of resources arises from a dedication to a specified course of action, an.
*With our products, teachers can customize their instruction to suit the specific learning needs of every student and take advantage of their unique learning strengths. Student Motivation Our interactive eLearning environment contains incentives and rewards designed to keep students motivated and engaged each day.
In his 2010 autobiography Life, Keith Richards describes the moment he became disengaged from school as a child. “Technical drawing, physics, mathematics, a yawn, because it doesn’t matter how much they try to teach me algebra, I just don’t get it, and I don’t see why I should,” he wrote. “I would learn it, I could learn it, but there’s something inside of me saying this is going to be no help to you, and if you do want to learn it, you’ll learn it by yourself.”
Offered by McMaster University. This course gives you easy access to the invaluable learning techniques used by experts in art, music, literature, math, science, sports, and many other disciplines. We’ll learn about the how the brain uses two very different learning modes and how it encapsulates (“chunks”) information. We’ll also cover illusions of learning, memory techniques, dealing. Kevin Stephens, a vice president at performance-improvement consultancy Excellence In Motivation, spoke of how motivation and learning have to co-exist. “Motivation without learning is not very effective,” Stephens said. “Motivation without learning; you end up with energized incompetence. And similarly, learning without motivation you.Motivation To Learningmr.’s Learning Website Free
Though he may have been reasoning his way to his eventual fate as a millionaire guitarist in the Rolling Stones, Richards hits on a point chief learning officers must grapple with: learner motivation and how to best facilitate it. To truly reach learners, organizations need to first communicate to learners why what’s being taught is important and then get them to want to learn it for their own benefit — in other words, motivate them.
Kevin Stephens, a vice president at performance-improvement consultancy Excellence In Motivation, spoke of how motivation and learning have to co-exist. “Motivation without learning is not very effective,” Stephens said. “Motivation without learning; you end up with energized incompetence. And similarly, learning without motivation you end up with inert brainpower — a stagnant brain swamp instead of a brainstorm.”
But what if learners are not motivated to even participate in corporate learning programs in the first place? Daniel Pink, author of Drive: The Surprising Truth About What Motivates Us, considered this. “First, I wonder if employees have much discretion over what they learn, how they learn it and when they learn it. If the programs are one-size-fits-all, as many are, that can thwart autonomy and lead to disengagement,” Pink said. “Second, one weakness of some programs is that they’re all trees and little forest. That is, they concentrate on the minutiae of how to do something, but ignore the reasons why learning it is important. It’s all content and not context.”
An important distinction to make in considering motivation, particularly as it relates to learning, is the difference between intrinsic and extrinsic motivators, a central consideration of Pink’s book Drive. It argues that motivation by extrinsic factors, such as monetary rewards, is outmoded, and motivation today should be based on intrinsic properties, such as a desire for self-development.
Stephens, meanwhile, has written a white paper published by the Incentive Marketing Association titled “You Say Intrinsic, We Say Extrinsic … Should We Just Call the Whole Thing Off?” in which he analyzes Drive. He argues that intrinsic and extrinsic motivators aren’t necessarily exclusive; they can co-exist or even blend.
“The focus should be rather than put it into this dichotomous framework, talk about what kind of intrinsic motivations are compatible with organizational goals,” he said. “The goal is to align their intrinsic interests with the organizational goals, and you can do that through extrinsic rewards.”
To do so, Stephens said, organizations need to get learners to identify what they’re being asked to learn and why. “Rather than go, ‘Oh, they want me to do this and if I do it they’ll pay me for it,’ if you can get to the part where they’re going, ‘I understand what they’re saying here and I identify with it and want to do it, and hey, bonus, I’m even being rewarded for it,’ that’s internalized, extrinsic motivation.”
Stephens was quick to point out that learning initiatives are likely to fail without some amount of intrinsic motivation. “I don’t think that you can have an effective learning initiative that is entirely forced upon an individual unless you can appeal to their intrinsic interests,” he said. “That’s going to be a losing proposition. But I do think that if there’s already intrinsic interests that extrinsic rewards are perfectly appropriate. People love to get reinforcement or material, extrinsic rewards for completing tests of their knowledge.”
Pink allows there is a gray area between intrinsic and extrinsic motivation. “Truth be told, there’s nuance here,” he said. “The kinds of rewards that some folks in [Stephens’] group advocate are perfectly fine and consistent with the science. When if-then rewards are used as a form of control, the science shows they’re just not very effective. But when rewards are used as form of feedback or information on how someone is doing, or as a form of fairness, they can be very useful.”
The best practice, Pink said, is for organizations overall to provide a context in which self-motivation-to-learn flourishes. “One [of] the scholars I interviewed for Drive said it best. He said that we have to get past this idea that motivation is something that one person does to another and instead realize that it’s something people do for themselves,” Pink said. “So the best approach is to pay people well and then provide a broader environment of autonomy, mastery and purpose. Ideally, an employee would be motivated to learn both because it sharpens her abilities and helps the company.”
But to get there, learners have to know how what they learn will help the company. Here, Stephens said, learning departments play a key role. “The proper role [for learning] would be to educate individuals [on] what the goals of the organization are and how their desired behaviors will help them achieve not only organizational goals but their own personal goals.”
Daniel Margolis is managing editor of Chief Learning Officer magazine. He can be reached at dmargolis@CLOmedia.com. Xin key cad 2010.Next Up
Editor’s Note: This article is a revised version of an article that appears in a 2012 issue of The Social Media Monthly. If you like it, you might want to download The Social Media Monthly iPad app or iPhone app and subscribe, or order a print subscription.
Online education has never looked more promising. In May, Harvard University and MIT launched edX, a $60 million not-for-profit venture in online education. Joined by the University of California, Berkeley, these prestigious universities are offering free online courses to students worldwide, with certificates of completion. It prompted a Forbes writer to ask: “Will edX put Harvard and MIT out of business?”
With tuition and student debt uncomfortably high, and video publishing and digital collaboration on the rise, online learning appears to be the Way of the Future. There’s only one problem: we’re lazy.Learning Motivation Pdf
The university, in many ways, is designed to combat student laziness. There’s the revered professor, who surveys the room for nappers, frowns when handing back a D on a test, and bans Facebook. There are other students, who ask you questions in the hall and want to collaborate on homework. There are your parents, who may be footing the tuition bill and expect some return on investment. In other words: lots of social pressure on you to pay attention and put in the study hours.
Online, it’s just you and the screen. “We’re social animals,” explains Timothy A. Pychyl, an associate professor of psychology at Canada’s Carleton University. “There’s no doubt that not being in a social context changes a learning environment, and you’re going to lose some things.” Some online courses lack any real social interaction, and they don’t make up for it elsewhere. “Some people, in the name of online learning, create the most boring websites that no one would ever go to,” he adds.
When online courses have no set dates – no 12-week agenda with regular Monday, Wednesday, and Friday sessions – student motivation can suffer. “From my research on procrastination, I would argue that it leads to anemic intentions, weak intentions,” Pychyl explains. Like the procrastinator with no deadline to spur some action, we put off our learning.
Katherine Zimoulis, a PR specialist at Taft and Partners, experienced this during an introductory public relations course on Mediabistro: “When I was traveling a lot for my job, it was easy to ‘excuse’ myself from class work,” she recalls.
If online education sites are ever going to put the Ivy League schools out of business, they’ll need to take a crash course in the psychology of student motivation.Lesson #1: Encourage autonomy
As human beings, we feel most motivated when we are the ones in control of the situation. “The moment someone’s taking away your sense of agency, undermining your autonomy, you’re less motivated,” explains Pychyl. “It’s kind of like, ‘Okay, what hoop do you want me to jump through next?’” The drive for autonomy is part of self-determination theory, a theory of what motivates human behavior, explains Michael Pantalon, an assistant clinical professor at the Yale School of Medicine.
For online learners, encouraging autonomy means giving them choice. When Pantalon ran an online course for medical professionals, he offered students the option to read the study material first or dive right into a simulated crisis situation. Coursera, which has free courses from top universities like the University of Pennsylvania and Stanford, gives students choice by allowing them to speed up instructional videos as much as 2x. Codecademy, a site for learning programming, has a smorgasbord of one-off courses that you can take in any order you like.Lesson #2: Get social
To make up for the lack of social interaction, online education sites are developing a variety of solutions, like commenting, forums, and integration with social networks. Udemy, which offers free and paid courses with a focus on technology and business, has online forums for each course where students can ask and answer questions. In the MITx discussion forums, students earn karma points that go toward privileges like editing comments or closing threads. MITx also has a wiki where students share knowledge.
A few sites value social interaction so much that they actually have an offline component. In SkillShare’s “hybrid” classes, students are assigned a project; go online to ask questions, give feedback, and share resources; and meet in person to collaborate. Coursera lets students organize meetups, billed as “a great way to meet your fellow ‘Courserians,’ swap stories, share ideas, form study groups, and have a great time.”
Coursera student Dawn Smith enjoyed the socializing happening online. “Absolutely loving that my Coursera classmates and I are chatting about our lives and experiences from around the world!” she said.Lesson #3: Give feedback
The self-determination theory of motivation posits that one of the basic human drives is a feeling of confidence. Online courses can instill confidence by giving students regular feedback and helping them track their progress.
For example, Khan Academy – a not-for-profit aiming to make education available to anyone worldwide – features a Vital Statistics page that tracks your every move on the site. You can see how you’re doing in each subject, and trace it all the way back to the individual problems you answered.Lesson #4: Teach self-motivation
Cute badges aside, the way to solve the problem of motivation is to teach students to motivate themselves. This sentiment was echoed by Diane Saarinen, a publicist at Saima Agency who took a PR certification course online: “It’s BYOM – Bring Your Own Motivation,” she says. “No can motivate you but yourself.” She uses techniques like waking up early (less hustle and bustle and bleeping devices) and journaling about how she’s doing and what her goals are.
In studying procrastination, Pychyl has found that creating short-term “implementation” goals works better than abstract goals: for example, “read a chapter every afternoon” rather than “pass Philosophy 101.” Pantalon, who wrote a book called Instant Influence about motivating people (including yourself) to change, recommends starting with some self-reflection. Why are you doing what you’re doing? Why are you ready to do it? What will the positive outcomes be?
For example, Zimoulis, the PR specialist from above, set goals to finish her assignments before watching her favorite TV show. And she also stumbled upon Pantalon’s approach: “I kept myself motivated by researching jobs and careers I felt I could pursue once I had this course under my belt,” she recalls.
Although this type of internal motivation may be harder to ignite, it can burn faster and longer than external motivation and the allure of sometimes-gimmicky rewards. Download mod call of duty minecraft 1.12.2. “When you have too many people telling you why you should be doing what you’re doing, it gets in the way of you really figuring out your own deeply personal reasons,” says Pantalon.
The problem of motivation isn’t a new phenomenon in education. I suspect that things like field trips, and star stickers on top of tests, and the “dunce” corner all have their roots in subpar student motivation. Online learning has some distinct advantages – it can be tailored to your needs, your interests, and your schedule – but it still faces the problem of motivation. We’ll have to solve that problem before e-learning becomes the norm, and it isn’t a no-brainer.
Download here: http://gg.gg/vhdc5
https://diarynote.indered.space
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