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Draft of final post

  • Final reflection from ONL181
    • As I’m finalizing my third iteration of the course Online Networked Learning (ONL181) as co-facilitator, I’m left with questions about how online learning environments stimulate motivation to learn. I think we can benefit from a formalized structure and find it interesting  to draw experience from roles in literature circles:
      • Discussion facilitator – developing a list of questions that the group might discuss about the section of the novel to be discussed for that meeting
      • Commentator –  locating a few significant passages of text that are thought-provoking, funny, interesting, disturbing, or powerful
      • Illustrator – drawing, sketching, or painting a picture, portrait or scene relating to the appropriate section of the novel
      • Connector or Reflector – locating several significant passages in the novel and connecting these passages to real life or characters with other books that they have read
      • Summarizer – help their peers see the overall picture as well as  important events and details
      • Vocabulary Enricher – identify words that are unusual, unknown, or that stand out in some way
      • Travel Tracer – recording where the major shifts in action or location take place in the novel for the reading section
      • Investigator – find background information needs to be found on any topic relating
      • Figurative Language Finder – why the author chose to use those particular words or phrases, and whether or not they were effective
  • What are the most important things that you have learnt through your engagement in the ONL course? Why?
    • Learning-by-doing allow for meta-reflection in designing a course for collaboration and community
    • I also believe that academic maturity is nessesary for skills of academic writing and reflection on research methods and results
    • The key to success is intrinsic motivation and self-determination
    • Participants motivation to learn is based on their desire to meet people with similar expertise and interests in order to share ideas and collaborate
  • How will your learning influence your practice?
    • Motivation is conceptualized as an internal state that arouses, directs, and sustains goal-oriented behavior (Bandura, 2006).
    • provide diverse communication platforms
    • design open assignments that present real-word problems
  • What are your thoughts about using technology to enhance learning/teaching in your own context?
    • Technology allow me to become an orchestrator of learning opportunities, where participants motivation to learn is based on their desire to learn
    • Technology is not a good enabler of group reflection where .
    • chaotic learning environment
    • The groups will explain, discuss and assess the shared topic and then use the created content in the community to critically reflect on questions concerning eLearning related to their own teaching practice.
    • social engagement via small face-to-face groups
    • facilitating communication among learners and the manifestation of thoughts, ideas, and knowledge
    • Studies found that small group discussions stimulated students’ interest in the subject matter and therefore raised their motivation to learn (Dolmans and Schmidt, 2006, Gomez et al., 2010).
    • Those who worked alone on the final project asserted relatively low means for motivation to learn, while those who worked in groups of four or five asserted the highest means.
    • These results are interesting since it suggests that communication in small online groups has a contributing impact on participants’ motivation.
    • further research should examine relationships between motivation, language of instruction, and social engagement. … Higher Order thinking skills (HOTS) requires language and conceptual understanding
    • An engineer focus on discerning patterns and regularities in data (i.e. pattern recognition). This involve actively forming our own thoughts through self-exploration and discuss our observations.
  • What are you going to do as a result of your involvement in ONL? Why?
    • efewf
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      • career motivation (i.e. their belief that learning will benefit their professional development)
      • Their motivation to learn is based on their desire to staying informed about the latest innovations.
      • They are university students and their motivation to learn is based on their desire to broaden and deepen their curriculum.
      • 22000 views..
      • Collaborative Learning in Digital Learning Environments
  • What suggestions do you have (activities and/or in general) for development of eLearning in your own teaching or context?
    • Motivation is perceived as a reason or a goal a person has for behaving in a given manner in a given situation (Ames, 1992)
    • Coordinator of knowledge and skills where participants motivation to learn is based on their desire to solve real scientific or engineering problems that they have encountered in their work place.
    • Orchestrator of learning opportunities where participants motivation to learn is based on their desire to meet people with similar expertise and interests in order to share ideas and collaborate.
    • Enabler of group reflection where motivation to learn is based on their desire to broaden and deepen their curriculum
    • Decoder of cultures where motivation to learn is based on their desire to contribute to the advancement of their society and country  (Savin-Baden 2014)

References:

https://www.sciencedirect.com/science/article/pii/S0360131515300828#bib3

https://edu.mau.se/en/course/hp621a

Summarizing the Influence of Learning Environment (#ONL181)

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