Motivation in online e-learning: designing, applying and evaluating motivational elements
Tuesday 2 July: Pre-conference parallel workshop, 9:30am – 12:30pm
Venue
Room 206-202
Facilitators
Amanda Charlton
University of Auckland
acharlton@adhb.govt.nz
Diane Kenwright
University of Otago, Wellington
diane.kenwright@otago.ac.nz
Presentation type
Pre-conference workshop
Overview
The acronym MUSIC [eMpowerment, Usefulness, Success, Interest and Caring] is an academic motivation framework based on self-determination theory and expectancy value theory. This collaborative workshop will enable participants to design e-learning with motivation in mind.
Target audience
Teachers and instructional designers of e-learning resources, lessons and course.
Intended outcomes for participants
- Experience a model e-learning lesson as a student,
- Identify the 5 motivational components in the MUSIC model.
- Evaluate any e-learning lesson by applying a validated 20 item survey.
- Develop techniques to design motivational element into e-lessons.
Outline of activities
5 tables. 3-6 participants/table. Maximum 30 participants.
| Time (mins) | Activity | Content |
|---|---|---|
| 5 | Introduction | |
| 10 | Collaborative small group discussion | Definitions of motivation, and motivational elements. |
| 10 | Presentation | Introduction: what is motivation? Theories underlying MUSIC model of academic motivation. Intrinsic v’s extrinsic. |
| 30 | Self-directed online lesson | Complete an online elearning lesson on motivation using BYO laptop or tablet. |
| 10 | Small group discussion | In table groups, use post-it notes on pre-printed workshop canvas to identify the motivational elements in the online e-learning lesson. |
| 20 | Jigsaw collaborative | Table groups blu-tack their canvas onto the wall, and explain motivational elements to whole group. |
| 5 | Survey | All participants individually evaluate the e-learning lesson using the 20 item survey on their smart phone or computer using QR code or URL link. |
| 30 | Break | |
| 10 | Presentation | Survey results displayed as a histogram. Identify areas for improvement. Techniques v’s tools. |
| 10 | small group discussion | In table groups, use post-it notes on pre-printed workshop canvas to design improved motivational elements. |
| 20 | Jigsaw collaborative | Table groups blu-tack their canvas onto the wall, and explain motivational elements to whole group. |
| 15 min | Q&A | Discussion, key take home messages and resources. |
Sub-theme explanation
This workshop addresses several of the conference sub themes.
a. Students: learning, well-being and success, technology
One of the changes in higher education is moving to online delivery. A challenge is how to motivate Students to engage in online lessons.
This workshop demonstrates how existing theories of motivation can be applied to the design and evaluation of online lessons. Student success is one of the 5 elements of the MUSIC model of academic motivation. These motivational elements also apply to face to face teaching and learning.
b. Academics: agile learning
Obtaining timely data to improve future iterations of a lesson is a challenge for academic and learning designers. Embedding a structured survey in an online lesson to evaluate motivational elements is an opportunity for academics and learning designers to be alerted to areas of motivational deficit. This data can be used to inform change in the lesson design in agile quality improvement cycles.
