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riyasingh8835714@gmail.com's curator insight,
October 5, 2021 2:19 AM
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Ross Tamburro's curator insight,
February 25, 2020 9:21 PM
This article starts by looking at intrinsic vs. extrinsic motivation and theorizing that extrinsic motivation needs targeted more in education settings. What struck me right away the assumption that "We are all motivated to grow and develop. Students are naturally curious and inclined to learn about their environment." The article then uses that assumption to springboard the rest of the argument about self-determination theory (SDT) as having a critical place in the classroom, but I really would have liked to hear a deeper dive into that assumption before it was used as such a huge foundational argument. That very well may be true based on research, but I wish it was stated if so. I do believe that theory and have seen other sources that back up the statement, but I guess I would have liked to see a little more of dive into motivation itself and how it manifests in educational environments before going into SDT.
Now, diving into SDT, the foundations seem very strong to me: autonomy, relatedness, and competence. I have personally seen these foundations work well in the higher education field when we encourage instructors to use these foundations instead of older, intrinsic models. When it comes to automony, which the article describes as giving students choices as to not only what they would like to learn, but how they would like to learn material, we do attempt to give students "plan of study" type of activities occassionally to guide their learning. Often times students will still cover all of the topics that the instructor has identified as important, but in an order and manner that lines up best with their style of learning. So, automonous learning can take on a couple different forms.
Relatedness is a fairly simple concept that makes a lot of sense on the surface. Isolation is major target here and the article states that the more that students feel like they belong in an environment, the more they will succeed. In fact, this is demonstrated with our 8295 course, where we were allowed to pick groups with topics that interested us for our client project. We were not isolated covering one topic per person, but we got together with a group that had something in common and that brought a sense of belonging that will certainly lead to better course success.
Lastly, competence is covered as a major factor of success. That is, a student believing that they have the capability to succeed. This is something that manifests itself in my day-to-day work when helping instructors think through measurable outcomes. We also occassionally set up practice activities for students to figure out where they are on a topic before it is presented in a class, and they then get resources to help them feel supported in their position. Giving them to help them reach goals - no matter what level of expertise they bring to the course or the courses individual topics - is extremely important to learning success.
M. Sean Hickey's comment,
February 26, 2020 2:10 PM
Ross, thank you for sharing this article. I think there is a lot of value here! I think these three strategies—autonomy, relatedness, and competency—are motivating for people well beyond education. There's an argument to be made that these strategies are central to job satisfaction and retaining employees. Most adults want to exert some level of control their day-to-day work. They also feel most valued in a relatively flat organizational structure in which each individual contributor has unique skills to offer. And "lack of challenge" is often cited as a reason employees give for leaving a position. I think rolling these strategies into not just training but a more generalized HR/professional development plan, organizations can leverage employee engagement and maximize worker retention and satisfaction.
CCM Consultancy's curator insight,
May 26, 2019 2:54 AM
Most organizations focus first on the what, they have a clear sense of what work they are doing but often forget to start with the why. While it is important to be clear on what type of work you are doing and for who, it is vital to understand and have a consensus on why. |
Rola Assaf Abboud's curator insight,
November 27, 2018 6:10 PM
#Balamanduniversity#educationaltechnology#EDMM339
Armando Garcia's curator insight,
May 24, 2017 9:05 AM
Very useful especially at the end of the year.
RebeccaMoore's curator insight,
August 13, 2017 1:22 PM
These words of wisdom for teachers are great reminders during any point of frustration during the school year. Rick Wormeli and Robert Marzano, especially as educators themselves, offer great insight into being a trailblazer and remembering our purpose as educators in the classroom.
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