[Audio] Hello everyone and welcome to our meeting today. Our topic for today is the concept of motivation and its types examining motivation theories and highlighting the importance of autonomy mastery and purpose for adult learners. We will also be exploring theories such as McClusky's Theory of Margin and Wlodkowski's Integrated Levels of Adult Motivation. The presentation will focus on the motivation and learning process of adult learners and how it can be applied to online teaching and learning. Today we will discuss how to apply these concepts to online teaching and learning.. 

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CHAPTER EIGHT: 
MOTIVATION AND 
LEARNING
Yulia Shvydka and Tanya Jackson
IDT 525

[Audio] Chapter Eight is crucial for understanding key concepts related to online teaching and learning. In this presentation we will delve into the significance of motivation in learning and its impact on student outcomes. We will explore different types of motivation and their effects on student behavior. Additionally we will examine the role of extrinsic motivation in online teaching and learning and how it can enhance student engagement and motivation. It is imperative for educators to comprehend the motivational factors that influence student behavior and learning outcomes. By implementing strategies to promote motivation we can create a more effective and engaging learning environment for our students. This presentation will provide valuable insights into the relationship between motivation and learning and motivate you to incorporate these principles into your teaching practices.. 

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MOTIVATION AND 
LEARNING
Welcome to our presentation on 
Motivation and Learning. Today, we 
will explore the key concepts from 
Chapter Eight and relate them to 
online teaching and learning.

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[Audio] We will discuss chapter eight of our textbook which focuses on motivation and learning. Motivation is the drive and energy we put into accomplishing something we want to do. It is ever present in our thoughts and actions driving our efforts and perseverance. It is essential to our thoughts and actions though it is intangible. There are two main types of motivation: intrinsic and extrinsic. Intrinsic motivation comes from within and is driven by personal fulfillment or enjoyment of the task. Extrinsic motivation comes from external factors such as rewards or recognition. It's important to understand the difference between these two types of motivation and how they can impact our learning and achievement. Intrinsic motivation is often more sustainable and long-term as it comes from a genuine desire to learn and grow. Extrinsic motivation on the other hand may be more short-term and may not be as effective in the long run. As learners it's important to identify and cultivate intrinsic motivation in order to achieve our goals and become lifelong learners.. 

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WHAT IS MOTIVATION?
Motivation is the drive and energy we put 
into accomplishing something we want to 
do. It is ever present in our thoughts and 
actions, driving our efforts and 
perseverance. Motivation is essential to our 
thoughts and actions, though it is 
intangible. The chapter categorizes 
motivation into two types: intrinsic and 
extrinsic

[Audio] Today we will be discussing the difference between intrinsic and extrinsic motivation. In learning intrinsic motivation is often seen as a more effective form of motivation as it leads to a deeper understanding and retention of the material. This is because when we are motivated by our own interests and passions we are more likely to put in the effort to truly understand and engage with the material. However extrinsic motivation can also play a role in our learning. For example receiving good grades or recognition can provide us with a sense of accomplishment and satisfaction which can help to keep us motivated. Ultimately the key is to find a balance between intrinsic and extrinsic motivation and to use both in a way that supports our learning goals. Whether we are motivated by our own interests or by external rewards we should stri. 

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[Audio] We will explore motivation theories and their relevance to adult learning. These theories can help us understand the motivations of adult learners and design more effective learning experiences for them.. 

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THEORETICAL BASES OF MOTIVATION
Theoretical bases of motivation encompass 
various perspectives and frameworks that 
attempt to explain why individuals behave 
in certain ways, what drives their actions, 
and how they sustain effort towards 
particular goals. We will examine several 
motivation theories, including economic, 
social, behavioristic, need-driven, and 
cognitive theories, and their relevance to 
adult learning.

[Audio] We will focus on Daniel Pink's drive theory and how it relates to adult learners. According to Pink motivation consists of three elements: autonomy mastery and purpose. Autonomy refers to the sense of control and freedom in one's work particularly important for adult learners. Mastery involves persistence and constant improvement in one's skills which aligns well with adult learners' need for ongoing learning and development. Finally purpose is about finding meaning and impact in one's work particularly important for adult learners looking to make a positive difference in the world. Incorporating these three elements into your teaching approach can help your students stay motivated and engaged throughout their learning journey.. 

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DANIEL PINK’S DRIVE THEORY
Daniel Pink argues that modern 
motivation relies on autonomy, mastery, 
and purpose. These elements align well 
with adult learners' need for self-direction 
and meaningful engagement.
•
Autonomy- the sense of control and 
freedom in one's work
•
Mastery- the persistence and constant 
improvement
•
Purpose- a sense of meaningfulness 
and impact of one’s

[Audio] We will discuss the concept of balance and its importance in achieving the right balance between challenges and resources available to individuals. Adulthood is a time of growth change and integration where individuals consistently strive for balance between the energy needed and available. We will explore the power of life and how it can help individuals handle the load of life. We will examine a diagram illustrating the balance between power and load and how it can help us understand how individuals respond to challenges and resources.. 

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MCCLUSKY’S THEORY OF MARGIN
McClusky’s Theory of Margin suggests that individuals 
must balance power and load to maintain motivation. It 
emphasizes the importance of finding the right balance 
between the challenges and resources available to 
individuals. Adulthood is a time of growth, change, and 
integration in which one consistently seeks balance 
between the energy needed and the amount available.
•
Load of life, dissipates energy
•
Power of life allows one to deal with the load
•
Addressing when learning will most likely occur 
rather than learning itself
•
Diagram showing the balance between power and 
load.
Load of Life 
Power of Life 
Life: Power

[Audio] Exploring Wlodkowski’s Integrated Levels of Adult Motivation essential conditions for motivating adult learners. These levels consist of four key components: Establishing Inclusion: Creating a supportive and inclusive learning environment where all learners feel valued and respected. Educators must ensure that all learners have access to the resources and materials they need to succeed regardless of their background or ability. Developing Attitude: Helping learners develop a positive attitude towards learning and the subject matter. Educators can do this by providing learners with clear goals and feedback as well as recognition for their efforts and achievements. Enhancing Meaning: Helping learners understand the significance and relevance of the subject matter to their own lives and experiences. Educators can do this by connecting the content to real-world situations and encouraging learners to reflect on their own experiences. Inducing Confidence: Helping learners build self-confidence and believe in their ability to succeed. Educators can do this by providing learners with opportunities for self-reflection and feedback as well as recognition for their efforts and achievements. By understanding and implementing these four levels of adult motivation educators can create a more effective and engaging learning environment for their adult learners.. 

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WLODKOWSKI’S INTEGRATED LEVELS 
OF ADULT MOTIVATION
Wlodkowski’s Integrated Levels of Adult 
Motivation consist of establishing 
inclusion, developing attitude, enhancing 
meaning, and inducing confidence. These 
levels are essential conditions for 
motivating adult learners and should be 
considered by educators in their teaching 
practices.

[Audio] Societal Barriers:
Cultural expectations and societal norms can make it challenging for adults to return to education. For instance there may be a perception that returning to education is not appropriate or suitable for adults which can deter them from pursuing their goals. Time Constraints:
Many adults have multiple responsibilities such as work family and personal commitments which leaves little time for learning. This can create a challenge for adult learners who want to pursue their goals. Learning Disabilities:
Undiagnosed or unsupported learning disabilities can make it difficult for adult learners to succeed in traditional educational settings. This can be a significant barrier to their learning and growth. Financial Limitations:
The cost of education can be prohibitive for many adult learners who may already be managing other financial obligations. This can create a significant barrier to their learning and growth. Workplace Support:
Lack of support from employers can hinder adult learning especially if time off for education or professional development is not encouraged. This can create a challenge for adult learners who want to pursue their goals. Outdated Skills:
Adults who have been out of the educational environment for a long time may find that their study skills and technological literacy are outdated. This can create a challenge for adult learners who want to pursue their goals. Access to Resources:
Inequitable access to learning resources such as libraries the internet and educational institutions can be a significant barrier. This can create a challenge for adult learners who want to pursue their goals. Relevance of Content:
Educational content that is not directly relevant to an adult learner's life or career goals can decrease motivation and engagement. This can create a challenge for adult learners who want to pursue their goals. Lack of Confidence:
Adults who have been out of the educational system for a long time may doubt their ability to succeed in academic or training programs. This can create a challenge for adult learners who want to pursue their goals. It is essential to understand these barriers and how they can impact an adult learner's motivation and learning. By addressing these barriers we can create a more inclusive and supportive learning environment for adult learners.. 

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BARRIERS TO ADULT LEARNING
    Personal Barriers
•
Time Constraints: Many adults juggle 
multiple responsibilities, including work, 
family, and personal commitments, which 
leaves little time for learning.
•
Financial Limitations: The cost of 
education can be prohibitive for many 
adult learners who may already be 
managing other financial obligations.
•
Lack of Confidence: Adults who have 
been out of the educational system for a 
long time may doubt their ability to 
succeed in academic or training 
programs.
    Societal Barriers
•
Cultural Expectations: Societal norms 
and expectations can influence the 
perceived appropriateness of adults 
returning to education.
•
Workplace Support: Lack of support 
from employers can hinder adult 
learning, especially if time off for 
education or professional development is 
not encouraged.
•
Access to Resources: Inequitable access 
to learning resources, such as libraries, 
the internet, and educational institutions, 
can be a significant barrier.
    Learning Barriers
•
Learning Disabilities: Adults with 
undiagnosed or unsupported learning 
disabilities may face significant 
challenges in traditional educational 
settings.
•
Outdated Skills: Adults who have been 
out of the educational environment for a 
long time may find that their study skills 
and technological literacy are outdated.
•
Relevance of Content: Educational 
content that is not directly relevant to an 
adult learner's life or career goals can 
decrease motivation and engagement.

[Audio] Designing instructional materials and teaching methods to be visually interesting and engaging is crucial to keeping learners motivated and engaged. Incorporating multimedia elements such as videos and images can help to break up text and make the content more dynamic and interesting. Additionally using interactive techniques such as quizzes and games can help to keep learners engaged and motivated. To ensure that learners are motivated to engage with the content instructional materials and teaching methods should be designed to be relevant to their needs and goals. This can be achieved by aligning the content with industry standards and best practices as well as by providing opportunities for learners to apply the concepts to real-world scenarios. To build learners' confidence in their ability to understand and apply the content instructional materials and teaching methods should be designed to be clear and easy to follow. This can be achieved by using simple language and clear instructions as well as by providing opportunities for learners to receive feedback and support from instructors and peers. To maintain learners' motivation over time instructional materials and teaching methods should be designed to be satisfying and enjoyable. This can be achieved by incorporating elements of gamification such as badges and leaderboards as well as by providing opportunities for learners to collaborate and connect with others. In summary Keller's A-R-C-S Model of Motivation is a comprehensive framework designed to enhance the motivational appeal of instructional materials and teaching methods. By addressing the four key components of attention relevance confidence and satisfaction this model can help to create and maintain learner engagement and motivation.. 

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KELLER'S ARCS MODEL OF MOTIVATION
Keller's ARCS Model of Motivation is 
a comprehensive framework designed 
to enhance the motivational appeal of 
instructional materials and teaching 
methods. Developed by John M. 
Keller, the model is grounded in 
motivational psychology and 
instructional design principles. It aims 
to create and maintain learner 
engagement by addressing four key 
components: Attention, Relevance, 
Confidence, and Satisfaction.

[Audio] Keywords images symbols and colors can be used to make information more engaging and easier to remember. Mind maps can be used in various contexts including brainstorming note-taking studying and online learning environments. In online learning environments they can help learners organize and connect information from different sources leading to a deeper understanding of the material. By visualizing relationships between concepts and generating new ideas learners can increase engagement and provide diverse means of representation.. 

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ONLINE LEARNING STRATEGIES
Using interactive tools like mind mapping can 
increase engagement and provide diverse means of 
representation, catering to different learning 
styles. Mind mapping is a visual thinking tool that 
helps individuals organize information, generate 
ideas, and see relationships between concepts. It 
involves creating a diagram that starts with a central 
idea and branches out into related subtopics, with 
each branch representing a key point or piece of 
information. Mind maps are created using keywords, 
images, symbols, and colors to make the information 
more engaging and easier to remember.

[Audio] We will explore various models that motivate learners and aid in their development. We will begin with the A-R-C-S Model which suggests that learners are motivated when they are given tasks that are interesting and relevant to them when they feel confident in their ability to complete the task and when they are satisfied with the outcome. We will then discuss the Daniel’s Pink Model which suggests that learners are motivated when they are given autonomy mastery and purpose. Autonomy refers to providing learners with the freedom to choose their own learning methods and paths. Mastery refers to providing learners with the tools and resources they need to learn and succeed. Purpose refers to helping learners understand why they are learning and how it relates to their goals and values. We will also discuss the barriers to adult learning which can include a lack of motivation prior knowledge or experience cultural differences and time constraints. Finally we will discuss mind mapping a visual tool that helps learners organize their thoughts and ideas. By understanding these models and barriers we can help learners stay engaged and motivated throughout their education.. 

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ADDITIONAL RESOURCES
1. ARCS Model 
2. Daniel’s Pink Model
3. Barriers to Adult Learning 
4. Mind Mapping

[Audio] A supportive and engaging environment that fosters intrinsic motivation and tailors teaching practices to meet the needs of diverse learners is crucial for successful learning.. 

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REFERENCES
• Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory 
and practice. John Wiley & Sons, Incorporated.
• Pink, D. H. (2009). Drive: The surprising truth about what motivates us. 
Riverhead Books.
• Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A 
comprehensive guide for teaching all adults. Jossey-Bass.

CHAPTER EIGHT: MOTIVATION AND LEARNING

Scene 0

Hello everyone
 and welcome to our meeting today. Our topic for today is the concept of motivation and its types
 examining motivation theories
 and highlighting the importance of autonomy
 mastery
 and purpose for adult learners. We will also be exploring theories such as McClusky's Theory of Margin and Wlodkowski's Integrated Levels of Adult Motivation. The presentation will focus on the motivation and learning process of adult learners
 and how it can be applied to online teaching and learning. Today we will discuss how to apply these concepts to online teaching and learning.

avatar

Chapter Eight is crucial for understanding key concepts related to online teaching and learning. In this presentation
 we will delve into the significance of motivation in learning and its impact on student outcomes. We will explore different types of motivation and their effects on student behavior. Additionally
 we will examine the role of extrinsic motivation in online teaching and learning and how it can enhance student engagement and motivation. It is imperative for educators to comprehend the motivational factors that influence student behavior and learning outcomes. By implementing strategies to promote motivation
 we can create a more effective and engaging learning environment for our students. This presentation will provide valuable insights into the relationship between motivation and learning
 and motivate you to incorporate these principles into your teaching practices.

We will discuss chapter eight of our textbook
 which focuses on motivation and learning. Motivation is the drive and energy we put into accomplishing something we want to do. It is ever present in our thoughts and actions
 driving our efforts and perseverance. It is essential to our thoughts and actions
 though it is intangible.
                                     There are two main types of motivation: intrinsic and extrinsic. Intrinsic motivation comes from within and is driven by personal fulfillment or enjoyment of the task. Extrinsic motivation comes from external factors such as rewards or recognition.
                                     It's important to understand the difference between these two types of motivation and how they can impact our learning and achievement. Intrinsic motivation is often more sustainable and long-term
 as it comes from a genuine desire to learn and grow. Extrinsic motivation
 on the other hand
 may be more short-term and may not be as effective in the long run.
                                     As learners
 it's important to identify and cultivate intrinsic motivation in order to achieve our goals and become lifelong learners.

Today
 we will be discussing the difference between intrinsic and extrinsic motivation. In learning
 intrinsic motivation is often seen as a more effective form of motivation as it leads to a deeper understanding and retention of the material. This is because when we are motivated by our own interests and passions
 we are more likely to put in the effort to truly understand and engage with the material. However
 extrinsic motivation can also play a role in our learning. For example
 receiving good grades or recognition can provide us with a sense of accomplishment and satisfaction which can help to keep us motivated. Ultimately
 the key is to find a balance between intrinsic and extrinsic motivation and to use both in a way that supports our learning goals. Whether we are motivated by our own interests or by external rewards
 we should stri

We will explore motivation theories and their relevance to adult learning. These theories can help us understand the motivations of adult learners and design more effective learning experiences for them.

We will focus on Daniel Pink's drive theory and how it relates to adult learners. According to Pink
 motivation consists of three elements: autonomy
 mastery
 and purpose. Autonomy refers to the sense of control and freedom in one's work
 particularly important for adult learners. Mastery involves persistence and constant improvement in one's skills
 which aligns well with adult learners' need for ongoing learning and development. Finally
 purpose is about finding meaning and impact in one's work
 particularly important for adult learners looking to make a positive difference in the world. Incorporating these three elements into your teaching approach can help your students stay motivated and engaged throughout their learning journey.

We will discuss the concept of balance and its importance in achieving the right balance between challenges and resources available to individuals. Adulthood is a time of growth
 change
 and integration where individuals consistently strive for balance between the energy needed and available. We will explore the power of life and how it can help individuals handle the load of life. We will examine a diagram illustrating the balance between power and load and how it can help us understand how individuals respond to challenges and resources.

Exploring Wlodkowski’s Integrated Levels of Adult Motivation
 essential conditions for motivating adult learners. These levels consist of four key components:
                                    Establishing Inclusion: Creating a supportive and inclusive learning environment where all learners feel valued and respected. Educators must ensure that all learners have access to the resources and materials they need to succeed
 regardless of their background or ability.
                                    Developing Attitude: Helping learners develop a positive attitude towards learning and the subject matter. Educators can do this by providing learners with clear goals and feedback
 as well as recognition for their efforts and achievements.
                                    Enhancing Meaning: Helping learners understand the significance and relevance of the subject matter to their own lives and experiences. Educators can do this by connecting the content to real-world situations and encouraging learners to reflect on their own experiences.
                                    Inducing Confidence: Helping learners build self-confidence and believe in their ability to succeed. Educators can do this by providing learners with opportunities for self-reflection and feedback
 as well as recognition for their efforts and achievements.
                                    By understanding and implementing these four levels of adult motivation
 educators can create a more effective and engaging learning environment for their adult learners.

Societal Barriers:
Cultural expectations and societal norms can make it challenging for adults to return to education. For instance
 there may be a perception that returning to education is not appropriate or suitable for adults
 which can deter them from pursuing their goals.

Time Constraints:
Many adults have multiple responsibilities
 such as work
 family
 and personal commitments
 which leaves little time for learning. This can create a challenge for adult learners who want to pursue their goals.

Learning Disabilities:
Undiagnosed or unsupported learning disabilities can make it difficult for adult learners to succeed in traditional educational settings. This can be a significant barrier to their learning and growth.

Financial Limitations:
The cost of education can be prohibitive for many adult learners who may already be managing other financial obligations. This can create a significant barrier to their learning and growth.

Workplace Support:
Lack of support from employers can hinder adult learning
 especially if time off for education or professional development is not encouraged. This can create a challenge for adult learners who want to pursue their goals.

Outdated Skills:
Adults who have been out of the educational environment for a long time may find that their study skills and technological literacy are outdated. This can create a challenge for adult learners who want to pursue their goals.

Access to Resources:
Inequitable access to learning resources
 such as libraries
 the internet
 and educational institutions
 can be a significant barrier. This can create a challenge for adult learners who want to pursue their goals.

Relevance of Content:
Educational content that is not directly relevant to an adult learner's life or career goals can decrease motivation and engagement. This can create a challenge for adult learners who want to pursue their goals.

Lack of Confidence:
Adults who have been out of the educational system for a long time may doubt their ability to succeed in academic or training programs. This can create a challenge for adult learners who want to pursue their goals.

It is essential to understand these barriers and how they can impact an adult learner's motivation and learning. By addressing these barriers
 we can create a more inclusive and supportive learning environment for adult learners.

Designing instructional materials and teaching methods to be visually interesting and engaging is crucial to keeping learners motivated and engaged. Incorporating multimedia elements
 such as videos and images
 can help to break up text and make the content more dynamic and interesting. Additionally
 using interactive techniques
 such as quizzes and games
 can help to keep learners engaged and motivated. To ensure that learners are motivated to engage with the content
 instructional materials and teaching methods should be designed to be relevant to their needs and goals. This can be achieved by aligning the content with industry standards and best practices
 as well as by providing opportunities for learners to apply the concepts to real-world scenarios. To build learners' confidence in their ability to understand and apply the content
 instructional materials and teaching methods should be designed to be clear and easy to follow. This can be achieved by using simple language and clear instructions
 as well as by providing opportunities for learners to receive feedback and support from instructors and peers. To maintain learners' motivation over time
 instructional materials and teaching methods should be designed to be satisfying and enjoyable. This can be achieved by incorporating elements of gamification
 such as badges and leaderboards
 as well as by providing opportunities for learners to collaborate and connect with others. In summary
 Keller's A-R-C-S Model of Motivation is a comprehensive framework designed to enhance the motivational appeal of instructional materials and teaching methods. By addressing the four key components of attention
 relevance
 confidence
 and satisfaction
 this model can help to create and maintain learner engagement and motivation.

Keywords
 images
 symbols
 and colors can be used to make information more engaging and easier to remember. Mind maps can be used in various contexts
 including brainstorming
 note-taking
 studying
 and online learning environments. In online learning environments
 they can help learners organize and connect information from different sources
 leading to a deeper understanding of the material. By visualizing relationships between concepts and generating new ideas
 learners can increase engagement and provide diverse means of representation.

We will explore various models that motivate learners and aid in their development. We will begin with the A-R-C-S Model
 which suggests that learners are motivated when they are given tasks that are interesting and relevant to them
 when they feel confident in their ability to complete the task
 and when they are satisfied with the outcome. We will then discuss the Daniel’s Pink Model
 which suggests that learners are motivated when they are given autonomy
 mastery
 and purpose. Autonomy refers to providing learners with the freedom to choose their own learning methods and paths. Mastery refers to providing learners with the tools and resources they need to learn and succeed. Purpose refers to helping learners understand why they are learning and how it relates to their goals and values. We will also discuss the barriers to adult learning
 which can include a lack of motivation
 prior knowledge or experience
 cultural differences
 and time constraints. Finally
 we will discuss mind mapping
 a visual tool that helps learners organize their thoughts and ideas. By understanding these models and barriers
 we can help learners stay engaged and motivated throughout their education.

A supportive and engaging environment that fosters intrinsic motivation and tailors teaching practices to meet the needs of diverse learners is crucial for successful learning.