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Introduction
Introduction
So, you have reflected on the needs of your learners, you have made your assumptions explicit and you have even prototyped your first ideas to get feedback. Does that mean your design is definitely, 100% going to lead to success? Probably not... Besides the more open factors influencing learning (e.g. environment, type of activity, content), there are a number of invisible influencers of learning at play. One of them is motivation! Without it, the most beautiful teacher training session on Skills Lab would impact little on Skills Lab implementation.
Design skill
Design skill
- You will be able to incorporate motivational strategies in and across lessons
The role of motivation in learning
The role of motivation in learning
Adapted from Ormrod (2014)
For education designers, the goal usually is to initiate behavioral change. To inspire learners to start back home projects, to equip teachers to implement Skills Labs, etc. Whether or not this behavioral change can be directed depends on motivation.
Motivation influences learning:
Motivation influences learning:
- Appreciate - Motivation influences which consequences we appreciate as a reward or a punishment. For example, the more learners want to be leaders who inspire other students, the more they would value being given a leadership position and feel distressed if they miss out. Yet for a student who is rather part of the team, missing out on a leadership position is no problem at all.
- Initiative - Motivation increases initiative, students become more likely to do something if they really want to do it. They will also be more persistent to complete the task.
- Directs focus - Motivation affects the type of goals we set for ourselves and our actions towards these goals. These goals affect the choices we make, either to spend time chatting in the dormitory or to work on a club project.
- Effort - Motivation affects the level of effort learners put into something. Motivation makes the difference between doing something enthusiastically or apathetically.
- Strengthen performance - Ultimately, through a combination of the above functions, motivation strengthens performance.
Alright, so motivation boosts learning, how do we get motivated?
Alright, so motivation boosts learning, how do we get motivated?
Sometimes motivation is intrinsic, this means it is influenced by factors within us. Other times motivation is extrinsic. The former is proven to be more influential regarding learning, when we are motivated intrinsically we learn harder and more effectively. Extrinsic motivation leads to superficial learning. In East Africa, learners are continuously reminded about grades. Because of this, their extrinsic motivation grows, affecting their intrinsic motivation to learn their subjects. Similarly, this push for exam grades influences teacher behavior, affecting their intrinsic professional motivation to facilitate learning holistically.
Extrinsic motivation does play an important role in learning, and is sometimes the only key to motivating learners towards a certain goal. Yet, intrinsic motivation is what will fuel the motor in the learn run.
When designers tap into both intrinsic and extrinsic motivation, their design will most likely lead to change!
When designers tap into both intrinsic and extrinsic motivation, their design will most likely lead to change!
Motivation strategies for youth
Motivation strategies for youth
In class
In class
- Make it fun!
- Vary the teaching methods to speak to different learner's interest.
- Build-in incentives like praise, stamping a leadership passbook activity, certificates, etc.
- Create bonding activities - help the facilitators know their students
- Change up the environment- make it feel different from the usual
- Incorporate activities where students work together
- Build in consequences for undesirable behavior - discontinue being a scholar if you don't come for 4 lessons in a row..
Learning activities and application out of class
Learning activities and application out of class
- Effectively use open spaces for learning that challenge and empower learners (see the Design Academy lesson on it here)
- Create a supportive environment for action - e.g. a patron who supports the club
- Make success visible - e.g. club exhibition - reinforce the message of success for all, avoid excluding learners
Motivation strategies for adults
Motivation strategies for adults
Besides the above strategies, there are a few unique considerations to keep in mind when designing for adults. McClelland for example suggests that adults have three core drivers: power, affiliation and achievement. With this and other adult learning theories in mind, the following motivational strategies can be considered when you are designing for adults:
- Change leaders - in groups, adults normally follow informal leaders that inspire change. Leverage for example excellent teachers to inspire others.
- Co-creating - give space for adults to influence how they will implement the change (see the page on spaces and scaffolding for more guidance).
- Belonging to a group - Teacher associations and group work can support the drive for affiliation. Strengthen the bond through team building activities and exchange visits.
- Recognize achievement - Consider building in a little competition element, recognize the high-achievers who have put in a lot of effort.
Don't ignore de-motivators!
Don't ignore de-motivators!
Sometimes the change you'd like to see is affected by factors outside your design. The systems students and teachers are living in shape and limit motivation. Like, the repeated emphasis on exam results affects learners' and teachers' intrinsic motivation for skill development. When you design, always look out for these de-motivators. What incentives or hindrances are there for teachers to run a Skills Lab? What incentives or hindrances are there for students to start a project back home?
Assessment #5: A new motivation strategy
Assessment #5: A new motivation strategy
Come up with a new motivation strategy to increase teacher attendance in association meetings. Explain which driver of McClelland's theory you tap into with this strategy. Submit your work to designacademy@experienceeducate.org
Other invisible influencers (optional reading)
Other invisible influencers (optional reading)
Interested to learn more about the invisible influencers? These are some other factors to read-up on:
- Heuristics - cognitive shortcuts that influence our decision making (read more here).
- Meta-cognition - schemata that help shape our thinking and learning (read more here).
- Power - classrooms have a political dynamic and power distribution affects learning (read more here).
- Language - power trickles through in language and leaves traces of a colonial education system (read more here).
- Gender dynamics - through socialization girls and boys are treated differently in the classroom (read more here).
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