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Tuesday, February 26

Thursday, November 3

  1. page group evaluation edited {prezi.exe}
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    11:28 am
  2. page group evaluation edited Hi Shawna and Charlotte, Because I will be away until March 11, I thought we could use this page …
    Hi Shawna and Charlotte,
    Because I will be away until March 11, I thought we could use this page to compile our group evaluation due on March 13.
    Here is what it says for the criteria:
    "You need to submit a mark out of 10 (e.g. 8.5; 8.8) and include a rationale explaining why you feel this mark reflects the group's overall contribution to the wiki project. Rationales should clearly defend the mark allocated and should reflect the many issues involved in working as a group.
    The group leader is responsible for submitting this group mark only.
    Note: Rationales lacking detail will be returned to the group leader for further explanation."
    Sounds to me like we need to focus on how we worked together as a group. Here is what I interpret is needed of us.
    Group Evaluation
    Mark submitted 10/10
    Group's overall contribution to the wiki:
    Andrea's thoughts: I feel that every member of the group contributed her full share; we had no "slackers." I would judge our end product with the question, "Would I find this wiki useful when researching motivation and adult learning?" My answer is, "yes," and honestly, I'm very proud of this wiki. Overall, for me this has been the most positive and productive group experience ever -- and I'm really not exaggerating.
    Charlotte's thoughts: I was really pleased with the two women that were placed in my group. We hit it off right away and all seemed to be motivated to getting started immediately and doing a good job of it. Our leader Andrea was great at pulling ideas out of us and worked very hard to getting the wiki all pulled together. I think the final product looks great thanks to the creativity of my two partners. This was a very positive group project experience.
    Shawna's thoughts: Initially, I felt that I wasn't contributing as much as Andrea and Charlotte to the wiki based on the fact that I felt a little behind in terms of what they were coming up with and posting as opposed to myself. It seemed like Andrea was doing sooo much with the wiki itself. I believe we were always open to each others thoughts and ideas and complemented each others talents well. I've realized two things in working in a well-functioning, productive team: 1) we all work in different ways and different times as our schedules/lives permit, and 2) sometimes it's okay to let go and not have to do everything and feel like I have to do everything. Through this experience, I believe that we jointly came up with a well-constructed, professional, clear, informative product that would be useful for others to use in their research. I truly feel like this is the best group experience I could have asked for.
    Issues involved in working as a group:
    1. choosing a leader
    Charlotte: Choosing a leader for our group was painless. Andrea stepped up quickly when put to the challenge and has done an awesome job.
    Shawna: Andrea was quick to volunteer based on her previous experience. We all agreed that she be a group leader. She definitely appeared motivated to step up to the task.
    2. weekly contact
    Charlotte: We managed to work out weekly meetings through Skype or ooVoo even with different work schedules, family responsibilities and even an unforeseen out of country trip. Each of us kept our appointments and also kept up with email correspondence with each other.
    Shawna: Contact was made on a regular basis and was discussed and agreed to by all 3 of us based on our work schedules at the outset of the course. This made it so much easier as I think we all tried to be as accommodating as possible given the range in our availability. The use of Skype, ooVoo and emails made it easy to communicate and keep each other abreast of our progress and what needed to be done, what was working well and to discuss our ideas and thoughts regarding the wiki.
    3. dividing tasks
    Charlotte: Tasks were divided up as evenly as we could although our leader Andrea did the bulk of the set up. She never complained and told us she enjoyed it.
    Shawna: The process of dividing tasks was made simple and was evenly distributed as we discussed what worked for us as individuals and what we each wanted to contribute to the project. Andrea definitely did the bulk of the set up for the wiki but I think each of us was more than willing to do our part to create a wiki that was something we'd all be proud of. I think the idea of dividing the tasks allowed each of us to delve into a part of the project and collaboratively put it together. Our work complimented each other's and we worked together to ensure we were consistent with our layout to ensure the overall presentation was synonymous with the each other's indvidual work.
    4. making decisions
    Charlotte: Making decisions was never an issue from my viewpoint. Everyone was easy to get along with and agreed quickly to each other’s ideas.
    Shawna: Any decisions that needed to be made were brought to the table and were quickly agreed on by all three of us. I think we all have similar tastes and expectations which made working on this project so great. I think Andrea's leadership really guided us given the extent of the layout that was initially set up by her. This certainly pointed us all in the direction of where we all agreed that we wanted to go with the project.
    5.....
    Charlotte: Respectful: Everyone was respectful and never put down any ideas making it a safe environment for offering ideas and asking for help.
    Shawna: I agree with Charlotte in that it was a safe environment to share ideas and ask for help.
    Andrea certainly stretched the boundaries in terms of taking on the leadership role and figuring out things about the wiki and how to perform certain activities within it. She went above and beyond in creating the forum for wiki issues and openly shared this with not just our group, but the whole class. I commend her for her ability to successfully lead.
    Wiki Criteria
    minimum 5 references
    The wiki reflects a professional product that could be used as an educational resource.
    Content, links, resources and media are substantive and reflect breadth and depth.
    A wide range of media is evident throughout the wiki.
    Organization and layout requirements are met.
    The document has a professional look and feel
    Writing is free of grammatical, spelling and punctuation errors.
    {prezi.exe}
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    11:25 am
  3. file prezi.exe uploaded
    11:25 am

Sunday, March 13

  1. page Teaching Tips edited ... There are many motivation theories derived from years of research outlining why students may n…
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    There are many motivation theories derived from years of research outlining why students may not be motivated to learn. Below are lists of how to motivate students compiled from polling the successful ‘favorite’ instructors at one college as well as capturing some tips from other online instructors.
    {Charlotte_s.GIF}
    {train1.gif}
    References
    Imel, Susan (1988). Guidelines for Working with Adult Learners. ERIC Digest No. 77.ERIC Clearinghouse on Adult Career and Vocational Education Columbus OH. Retrieved February 9, 2011 from http://www.ericdigests.org/pre-929/working.htm
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    10:57 am
  2. page Characteristics of Adult Learners edited ... External Factors Adult learners have characteristics that set them apart from other learners.…
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    External Factors
    Adult learners have characteristics that set them apart from other learners. An adult learner has a wealth of knowledge in a variety of life and work experiences that ranges from person to person that a school-aged or young college learner will not have. As well, their educational backgrounds can vary greatly, not to mention their personal life history.
    ...
    the same characteristicscharacteristics, nor can
    Experience
    EXPERIENCE {Knowledge_picture.GIF}
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    10:56 am
  3. page Socio-cognitive Theories of Motivation edited ... 1. Clarity – measurable and unambiguous with defined completion date/time. 2. Challenge – th…
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    1. Clarity – measurable and unambiguous with defined completion date/time.
    2. Challenge – the more challenging the goal, the more the learner is typically motivated.
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    need to ‘buy"buy into” the
    4. Feedback – provides opportunities to clarify expectations, adjust goal difficulty, and gain recognition. It’s important to provide feedback so learners know how they’re doing.
    5. Task complexity – make sure the goal is attainable. If it’s too overwhelming, the learner will be less motivated.
    SMART goals – Specific, Measurable, Attainable, Relevant, Time-Bound
    The goal settinggoal-setting theory is
    Back to top
    References
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    10:53 am
  4. page Cognitive Theories of Motivation edited ... Attribution Theory Attribution theory tries to explain how people interpret events, and it as…
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    Attribution Theory
    Attribution theory tries to explain how people interpret events, and it assumes that people try to determine why people do what they do.
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    is a three stagethree-stage process:
    behavior is observed
    behavior is determined to be deliberate, and
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    1. Locus of control: As in the example above, we attribute behaviour to internal causes or external causes. This can be confused with the third point, controllability, but it looks at where the behaviour originate. Did it come from the person or from the environment. For example, was an “A” due to ability and effort (internal) or due to luck or the teacher giving everybody an “A” (external).
    2. Stability: When attributing behaviour, we look at whether causes change over time. In the first example coming late for class, the chronic latecomer would be thought having stable causes for coming home late, whereas the one-time-only student would be thought to have an unstable cause.
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    one cannot control,oftencontrol, often external ones like luck
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    also internal ones like moods
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    to be
    motivated
    motivated to fulfill
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    to academic performance (source),performance, so in
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    Expectancy-Value Theory
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    {expectancy.gif}
    All three must occur in order for motivation to occur:
    Expectancy: It is important to point out thatHow the probability
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    success is perceived.perceived from the student's perspective is important. A task,
    Instrumentality: There has to be a connection between the assigned task and the goal to be achieved. For example (and it is a true example from elementary school), a student may fail to see how making crafts with glitter and glue has anything to do with learning.
    Valance: The goal to be achieved has to be worth it. Some students may not care whether or not they get a good grade on an assignment.
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    10:49 am
  5. page Humanistic Theories of Motivation edited ... Herzberg Herzberg’s Theory ... “Two Factor Theory” Theory,” Herzberg introduced ... th…
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    Herzberg
    Herzberg’s Theory
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    “Two Factor Theory”Theory,” Herzberg introduced
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    the working environmentenvironment, which can
    {Motivation_Table.gif}
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    the motivator factorsfactors, it does
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    to improve satisfactionsatisfaction, they should
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    to decrease dissatisfactiondissatisfaction, they should
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    and decrease dissatisfactiondissatisfaction, they should
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    Self
    Self-Determination Theory
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    of autonomy, by not feeling
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    performance feedback andand, on the other handhand, can be
    {intrinsic.GIF} Back to top
    Links
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    10:41 am

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