Motivating Adult Learners_Ellsworth CTL Presentation 2011

7/28/2019 Motivating Adult Learners_Ellsworth CTL Presentation 2011

1/30

Erica Ellsworth, [email protected] of Criminal Justice, Composition


2/30

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.


3/30

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


4/30

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


5/30

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.


6/30

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).


7/30

This is a form of design

It does not cause motivation, rather it enablestechnology to be manipulated to providemotivation


8/30

Gain and maintain student attention

Stimulate behavior to gain knowledge

Maintain student interests


9/30

Relate to learners experience

Set and explain goals through objectives

Meet and match student motivation


10/30

Make students aware of requirements

Provide multiple achievement levels

Provide feedback.


11/30

Give students the chance to use theknowledge in a real setting

Provide feedback and reinforcement

Maintain constant standards


12/30

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?


13/30

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


14/30

If we arent excited, our students arentexcited.

Enthusiasm is contagious. It MOTIVATESstudents.


15/30

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


16/30

http://ericacjctopicchat.blogspot.com/
http://ericacjctopicchat.blogspot.com/http://ericacjctopicchat.blogspot.com/


17/30

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


18/30

In discussion and

seminar, ask Bob to

clarify how he useswriting as a patrol

officer. Ask Sally

how fire science uses

writing.


19/30

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 .


20/30


21/30

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


22/30

Knowles argued that adult learners differgreatly from children.

Knowing this, does the carrot and stickapproach that is used with children reallywork with adults?


23/30

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?


24/30

Utilizes Andragogy and ARCS to meetstudent needs

Ensures that we are effective communicators

Objectives

Goals

Expectations

Achievement


25/30

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


26/30

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.


27/30

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.


28/30

We cannot make our students learn or beexcited about a topic. We CAN give them the

tools to learn.


29/30


30/30

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

Documents

Motivating Adult Learners_Ellsworth CTL Presentation 2011