Monday, July 15, 2013
Friday, July 12, 2013
Module 1- Part 1 Reading Discussions....
As I have read some articles and skimmed through the others I have found myself wanting to go back and read through each one in parts and comment on them. So be ready for a few different blogs posts on my understanding of the readings for module 1.
Keller's article- "Motivational Design of Instruction"
This article goes through so many different ideas and how motivation is a difficult thing to define as well as how it is some what missing in a lot of theories and models. The difficulty comes in when deciding what motivation really means to instructional design. A big thing that jumped out to me was how most of us say the goal is to create effective and efficient instruction. I know that I always have that embedded into my head when I think about instructional design and for a good reason- BUT we are missing how motivation plays a role.
2 problems we face:
1.) First problem that is discussed is how we define things which has to do with what I talked about above. Assumptions that effective instruction means that motivation happened creates a mishap. In coaching we see this a lot. We may have a drill that when done correctly and efficient is seems to be that the girls were motivated. The problem is a drill can be done correctly but going through the motions and lack of effort can be seen. Motivation is the driving force in sports that we find to be the wild card or the one thing that can change an outcome, or increase/ decrease something that may be working.
2.) The second problem discussed is the lack of accurate measurement of motivation. Keller talks about how the also relates to the measurement of ability.
-"motivation is what a person will do"
- choices people make- goals, approach/avoid something, and effort
- " ability is what a person can do"
A point that comes across is the problem of measuring academic motivation. With direct measurements they will be able to focus more on the specific problems and how to change instructional technologies to assist in the motivational problems.
When thinking about all this what comes to mind is individual motivation. Each person is effected differently by their environment, extrinsic, and intrinsic factors. Not only that but we also have learned in past that we have different types of learners. The problem that I think arises as well in a academic setting, as well in other areas is the question of how to create instructional that will motivate everyone?
...Kellers chapter will continue
As I have read some articles and skimmed through the others I have found myself wanting to go back and read through each one in parts and comment on them. So be ready for a few different blogs posts on my understanding of the readings for module 1.
Keller's article- "Motivational Design of Instruction"
This article goes through so many different ideas and how motivation is a difficult thing to define as well as how it is some what missing in a lot of theories and models. The difficulty comes in when deciding what motivation really means to instructional design. A big thing that jumped out to me was how most of us say the goal is to create effective and efficient instruction. I know that I always have that embedded into my head when I think about instructional design and for a good reason- BUT we are missing how motivation plays a role.
2 problems we face:
1.) First problem that is discussed is how we define things which has to do with what I talked about above. Assumptions that effective instruction means that motivation happened creates a mishap. In coaching we see this a lot. We may have a drill that when done correctly and efficient is seems to be that the girls were motivated. The problem is a drill can be done correctly but going through the motions and lack of effort can be seen. Motivation is the driving force in sports that we find to be the wild card or the one thing that can change an outcome, or increase/ decrease something that may be working.
2.) The second problem discussed is the lack of accurate measurement of motivation. Keller talks about how the also relates to the measurement of ability.
-"motivation is what a person will do"
- choices people make- goals, approach/avoid something, and effort
- " ability is what a person can do"
A point that comes across is the problem of measuring academic motivation. With direct measurements they will be able to focus more on the specific problems and how to change instructional technologies to assist in the motivational problems.
When thinking about all this what comes to mind is individual motivation. Each person is effected differently by their environment, extrinsic, and intrinsic factors. Not only that but we also have learned in past that we have different types of learners. The problem that I think arises as well in a academic setting, as well in other areas is the question of how to create instructional that will motivate everyone?
...Kellers chapter will continue
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