Components of Motivation

Keller points out four main components of motivation: Gaining and maintaining attention, Enhancing relevance, Building confidence, and Generating satisfation. As I think of a situation that I have encountered where co-workers have been resistant to using technolgy due to a component of motivation, I think of using power-points and streaming video with the LCD projector to teach. Our teachers used overhead projectors. The two bigest obsticles were being able to connect the equipment and the amount of time that it takes to prepare the material. If I put together the slides, and hooked up the equipment, then my co-worker was more than willing to use the resources and enjoyed the lessons.

The area in Keller's motivational design that I would focus on would be building confidence and generating satisfaction. She was attentive to the technology because we worked in an open space school and had only book shelves seperating our classrooms. She could see and hear everything that I did all day. She also found the process to be relavant. Hooking up the technology would be easy. With practice she would have no problem with that. Part of the time issue is that she was still building the skills for using power-point and we could not stream during the day so you had to download all of the streaming video either before or after school. I got to where I would save the video onto a thumb drive and then transfer the data to each computer. These are tips that I could share. The other issue with time is that as teachers your time is thin and it is hard to add more time consuming activities.

One way that I could help with confidence is to sit with her and facilitate the power-point process. I can share short cuts and how to find pre-made power-points on the internet. We can divide the curriculum for the week and each work on 1 or 2 presentations instead of each doing one for every presentation. I can be available to help work out technical difficulties and be supportive and encouraging when a lesson is really succesful.

I could help generate satisfation by putting together a student survey to get feedback from the students on the use of the technology in the class. Other teachers could observe her lessons and learn from her. This would build both her confidence and her satisfaction. I could use encouragment and positive feedback to support her use of new ideas and technology.

Network For Learning

My network of learning influences the way I learn because it is the sources that I use to connect new information to my current understanding of what I am learning. There has been more than one time that I have picked up something that I wrote and thought, wow, I could not write that today. At the time, what I wrote fit into where I was in my thinking, learning, and life experience. Journals are an awsome reminder of this fact. Journaling is not something that I use often enough, but if I did, I believe that it would be part of my network. It is a reminder of where our thoughts started and holds important aspects of how we interact with information.

I use digital tools to build on my learning. One of my most utilized tools are electronic journals available through professional organizations I belong to and the school library. I use the internet for list serves to get others opinions and ideas. This was especially helpful during my National Board work. I got lots of feedback and good advice as well as sharing what I knew also.

I always have questions :) I ask other experts, google, and read books and articles to learn the answers to my questions.

Collaboration

Howard Reheingold focused his discussion on communication, media, and collective action. He discussed how communication has developed form verbal to written communication and in the most recent years, media. He focused on groups like Google, Amazon, and EBay to show that media is learning that to grow, there needs to be a collective action between the provider and those provided for. By providing and interacting with the global environment, there is growth internally; “Certain charity is in their best interest…”

I do believe that humans have a basic instinct to “interact and work as a group”. I do believe, however, that the instinct changes over time with experience. The instinct, based on trait, and then meshed with experience is the primary determiner of how much a person enjoys and seeks out collaboration. I agree with a basic instinct because if you watch a group of young children in a room, they will almost always gravitate toward other children. Developmentally, collaboration takes a few years, but the need to be near and work beside someone is there from the beginning. Children will often offer help and work together to come to a solution.

The use of social networking provided through technology will be a strong way to facilitate collaboration among student not only in their schools, but globally. Using graphic software and other programs to design will allow young minds to form new ideas and approaches. Today’s generation is growing up with social networking and though maybe socially awkward, are able to communicate through technology. When people talk about preparing students for jobs that are not even thought of yet; I can see global networking on collaborative projects falling into that category.


Howard Rheingold: Way-New Collaboration [Motion picture]. (2008). United States: TED Ideas Worth Spreading. Retrieved July 2, 2009, from http://www.ted.com/index.php/talks/
howard_rheingold_on_collaboration.html

Two Blogs

I love good conversation especially when it is built around good writing. I felt like a fly on the wall reading this post. I would like to focus my attention on one line out of Bill Kerr’s post; “I (Bill) have always depicted cognitivism as a response to behaviorism” (Kerr, 2007). I believe this statement put the two theories in perspective. If there is no reason to learn what we want to learn and also what we are required to learn, then would we utilize our cognitive skills. For many of us who find learning exciting, and with few road blocks, the answer would seem like a resounding “yes”.

I would venture to say that we are somehow rewarded by our learning. I first started to put all my energy into learning after my mom died (15 years ago). It kept my mind busy and my focus off of the pain. That was reward in itself. Over time however, I needed learning less to hide my emotions and found satisfaction in research and learning. It was like a puzzle and I like to see children grow and break down cultural barriers due to their learning. All of this unwritten rewards for my work; Do I think about this when I am enjoying learning? No, it is now intrinsic and I learn for the love of learning. However, the learning was a response to behaviorism.

Not everyone finds joy in the path of learning. It is the grade, or getting a diploma so they can make more money at their job that motivates them to put their cognitive skills to work; again, a response to behaviorism. Cognitive skills do not come easy to everyone. It takes practice and consistent use of skills to grow and maintain strategies for learning. I think as teachers we sometimes expect children to possess skills for learning, but fail to teach them strategies to use and grow their cognitive skills. The same rings true for learning good behavior. As Piaget and other theorist point out, learning takes place in stages, we are always evolving and moving toward a more fluent use of knowledge. I also like how Kapp pointed out that “learning is not one thing…it is a multilayered word that tends to get treated as if it were just one thing… and it’s not” (Kapp, 2007).

I believe the _isms are as important as the theories. A community needs a common thread that ties knowledge together. Agree, disagree, or indignant, the _isms create a common ground to build off of as new information is integrated into old thoughts that resonate the same issues of today.

Kapp, K. (2007, January 2). Out and About: Discussion on Educational Schools of Thought.
Message posted to http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-
educational.html

Kerr, B. (2007, January 1). _isms as filters, not blinkers. Message posted to
http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Metaphor of Education

Siemen’s (2008) “Metaphor of Education” that most stands out to me is the educator as “curator”. Having spent several years studying the pedagogy of Reggio Emilia and the Hundred Languages of Children, I believe that children learn through experiencing their topic of interest. The Reggio approach comes from Italy and believes that children learn through representing their learning on a topic through media, discussion, art, writing, the building of concepts and background about their learning, and much more. It is commonly referred to as the project approach in the states.
The curator is the subject matter expert and acts as the facilitator of knowledge. I feel that it is the most prescriptive of the metaphors offered. The “teacher” provides opportunities for the learner to come to their own conclusion and solutions to answer a question. The teacher provides resources and experiences that are directly related to the needs of the learner. The learner has the option of representing their acquired knowledge through a variety of modalities. Learning is fluid and constantly building off of previous knowledge.
As I was trying to think of my own metaphor, I first thought of a cook, mixing all those flavors together and experimenting with combinations as a learner does as they sift through information. However, once the ingredients are mixed together, they become one and it is difficult to distinguish one ingredient (idea) from the other. I thought about a sculptor. A sculptor can change designs and learn from misconceptions. All strong traits for a learner, but when they start over, they have to completely erase the first design and knowledge is built off of all conceptions, including misconceptions. I settled on the metaphor of the educator as a sailor.
A sailor draws on knowledge to maintain a constant momentum; similar to the drive of the learner. A sailor is a master of knowledge, but has to continuously look to the environment to build new concepts because he is in an ever changing environment. The sailor draws from past experiences to make sense of current knowledge, but must use current situations to determine if the current understanding holds up or if he has to form a new idea based on current events. A sailor has many tools to draw from. His equipment is vast and with the right use of what is available, he can make predictions and draw conclusions from the results. He interacts with his learning and is constantly evaluating the current situation to reconstruct his previous knowledge.


Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from
http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf