May 2, 2006
Dr. Foreman began by asking us what do we know about Korea.
Knowledge is a resource in learning. What do we know?
It is geographically south of China.
"The single shard”—children’s book from Korea. (Leo recently read)
Korean BBQ!--Karen
Korean language is a phonetic language--Brian.
Isolated for 5000 years.
Why Korea?
Reason: Dr. Foreman: I am Korean. You are interested because here I am –are you motivatd to learn about Korea?
How do teachers motivate learners? Extrinsic? Money? Internal motivational?
Master’s degree changes sense of self—Karen
MA—extrinsic & intrinsic
Barry : equate educaton w/ advantage/opportunity
Good instruction uses extrinsic motivators to stimulate instrinsic motivation in student.
Dr. Foreman passed out Hand out of Korea: 5 thousand years in 5 paragraphs!!
Japan took over Korea of 36 years---Korean language outlawed.
We broke into groups and created a visual diagram of 3,000 years of Korean history.
Koreans came to SF established busineeses, like rice manufacturing near Fresno & earned money to help fellow Korean back home.
No anchor, info doesn’t stick—no schema for dynasty names (for instance)--—we built schemas with our graphic representations, so even taking away our “poster” we can still tell the story of Korean. Leo was able to retell story because of the pre-constructed schema. Dr. Foreman says that after this exercise, having constructed our own schemas to handle the subject matter, we can tell a story of Korean history that some Koreas cannot! Interesting. I know that in my travels in Europe, I met many Europeans who knew more about American History that I did!
Motivation Theories
• Extrinsic versus intrinsic
o External and tangible
• Keller’s ARCS model
John Keller—instructional design model—Florida State U
Attention---(Once again--gain attention to capture those learners!)
Relevance--- personal goals and needs, familiarity (bring this to bear, instructional designers!)
Confidence- help feel successful, control success, expectations, mastery (teachers can heavily influence the success of a learner by the interaction in the classroom situation---IDers can do this too w/ creativity and sensitivity)
Satisfaction,--(This can be a challenge, how do we invoke and sustain satisfaction in a learning enviornment?)
John Keller: “strategies for stimulating”
Motivation: Group Differences:
Traditionalists
Baby-boomers
Generation Xers
Millennial
Practical Motivators
Teaching behavior (content is sometimes peripheral---sometimes we are motivated by the instructor, therefore the subject)
Enthusiasm
Voice, gesture, movement, facial expressions
Eye contact
Clarity—speech, presentation, outline, major points. Esxamples
Interaction: praise, student;s by name-address, methods of instruction, course assignments, sllabus, 1st impressions, course goals/objectives
Amy Carr:
We visit web site----game to satisfy ARCS…each group described way to facilitate theory.
Chapter 11—Read—no written homework!!!
Next week we may see the first couple of final presentations...Klendalyn's? Leo's? Others'? For all: Good luck on your final projects!
Blogfully yours!
Desmond Rutherford
desmondr@sfsu.edu
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