Motivation & Learning

The course materials provided lots of food for thought! In addition to grappling with the sheer volume of learning styles and their subsets, what perplexed me most was a desire for so many to create "the solution" to how students learn. As bright, gifted, and well intentioned as they all are, I found myself cringing at the inclination some purported in their "god-like" assertion that they solved the ("how people learn") problem and would therefore lead the way. Everyone praising him/herself and losing sight of one key factor, as human beings, we are not alike. Every person has unique strengths and weaknesses. This difference, along with our capacity for learning, motivation, environmental setting, social interactions, and experiences affect learning.

Gardner's theory of Multiple Intelligences offers the best information because it provides descriptions of learning styles. He goes on to state that people utilize several intelligences, all of which change based on the learning tasks. Gardner's theory succeeded in supporting my position that people require variety when learning and that no one style works 100% of the time.

The reading assignments and self-assessment enabled me to construct a framework of how I learn. For example, when learning the use of all three senses (visual, auditory, kinesthethics VAK)) (Gilbert pp31) is ideal although the use of any two senses (visual, auditory) work well. Activities that enable creative expression and elaboration appear most enjoyable. Lastly, reward systems engrained in courses serve to keep me engaged and motivated. Rewards include the receipt of good grades, engaging messages from the instructor and meaningful feedback from cohorts.

Understanding learning styles and processes also lead to a greater understanding of course ware design and instructional methodology. Strengths and weaknesses were revealed. Once identified, a list of tasks was constructed to improve weaknesses. The ADDIE Instructional Model was introduced during a discussion post. Instructional designers use it extensively; the eBook will be read. next, all deliverable software courses will be review and updated to address deficiencies (if any) and include the motivational tactics outlined in the ARCS Model (Keller pp39). Finally, hands-on activities will be examined to ensure task progression flows well and that motivational messages and rewards are inserted at appropriate intervals.

Based on the reading assignments and the Learning Theory Matrix, the following key points are noted.
1) There is a lot of overlap between competing learning theories and styles.
2) A hybrid of techniques is better to use than just one learning theory or style.
3) Creation of course ware targeting all learners is impossible, so we must strive to design for s significant majority.
4) The use of VAK optimizes learning an retention.
5) Information and data about the target audience will serve in the creation of excellent online courses.
6) Learning styles, learning theories, technology, and motivation are all pieces of the learning puzzle. Each piece must be used to compliment and supplement contextual information to the learner's benefit.

This course forced an examination of how I learn, which led to a deeper understanding of how my teaching methodology. The result is improved instructional practices. For example, after a preliminary review of the ADDIE Instructional Model and a comparison to the $MAT Training Model and ARCS Model, computer-based courses will be overhauled. A checklist will be used to ensure that the learner is engaged and kept motivated. Lastly, several questions will be added to the course evaluations. These questions will provide feedback on learner's motivation, course content, pacing, and activities. All information will assist in improving content and delivery.