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ROOM 1:
- identify and understand learners' "WHY?", "What?" and "How?" for taking up a course
- building rapport with learners from the start
- relating to learners' own work or personal experiences
- Plan active and constructive learning activities that are relevant to adult learners
- seeking learners' feedback on learning process

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Jenica - Plan active and constructive learning activities that are relevant to adult learners

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Jenica - Plan active and constructive learning activities that are relevant to adult learners

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Rina - I would give positive reinforcements to motivate adult learners.

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Rina - Motivation is a drive when someone feels good towards something or doing something that is positive.

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Allowing the learners to see how this new learning is connected to their lives, personally or professionally.

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Make learning purposeful and meaningful to their work, something they can apply

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During my DPT days, our classes were in the evening 6.30-9.30 and the presence of everyone going for classes and wanting to learn. Our lecturers created the lessons in such a way that it was hands on and at the end, we get to be qualified preschool teachers motivated me and everyone else to go through the classes and assignments.

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Allow them to know what they are learning and how we can get there. The little steps of them achieving towards ILO gives satisfaction that they know how their time is utilized and how they can relate to giving back to organization using their own thoughts .

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By making sure what they learn are relevant to them.

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Julene - understanding the learners' prior experience and link learning to their own experiences

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How do you motivate adult learners?

- Put ourselves in the learners' perspective during designing
- Provide Constructive Feedback
- Understand learners' and provide content and strategies that they can apply or reflect upon in their learning context.

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Rina - during ADL lectures
The encouragement from lecturers to be engaged during classes through discussions and class activities.

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Julene - When the facilitator embraces learning and is a role model in being motivated to learn

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Identify the Why and making it relevant to their interest/area of work

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In my poly years...
when I am engaged with hands-on activities and group discussions and projects

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1. Invite them to share their purposes for attending the course/ program.
2. Help learners to make connections between the learning and their lives, personally or professionally.
3. Providing activities that help learners relate and apply the content knowledge to real-life scenarios.

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Noraini-Talk to them, put yourself in their shoes

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Noraini-Talk to them, put yourself in their shoes

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Making the content relevant to their work or personal life.

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Idah - using relevant examples that learners can relate to

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Idah - using relevant examples that learners can relate to

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Jenica - Active and meaningful interaction and opportunities to gain new insights

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A module where the learning outcomes are visible in each lesson. I am clear of the end goal of the module ( eg. guided to complete the assessment). I am also given opportunities to practice what I learned.

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Motivation can be a driving force that connects one's learning from one step of their journey to another, and a strive to become a better version of ourselves than before.

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Noraini-Motivation is the urge to be the best version of yourself in whatever u do.

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Noraini-Motivation is the urge to be the best version of yourself in whatever u do.

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When I discover something new and want to know more about it. Recently was the topic about 'Grit'. I'm halfway through that amazing book.
I wanted to know whether children can learn to become gritty.

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Blended learning module - gain new knowledge and technology strategies to engage adult learners. Having to learn new skills to aid in work and personal life created the motivation to learn.

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Motivation is having the mental capacity to do something willingly and positively going through it despite the unknown.

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ROOM 1: Motivation is one's drive to keep going despite challenges to achieve a certain goal

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Receiving feedback, learning something new that i can apply to my work

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Motivation is the level of desire you possess to work on something, to achieve something.

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A wish to gather more insights and being able to share these strategies/ ideas with others.

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Idah - Awareness that I am able to apply this to my daily tasks/work

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Idah - Awareness that I am able to apply this to my daily tasks/work

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Idah - Constructive feedback from my lecturers for my own betterment

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Idah - Constructive feedback from my lecturers for my own betterment

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Jenica - Motivation is a positive drive that keeps you going

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Jenica - Motivation is a positive drive that keeps you going

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ADL521-encouraged to do better
Noraini

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Motivation is where you are able to connect and find joy and satisfaction in what you are doing or learning

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Idah - It is the my internal desire to accomplish goals through actions

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Idah - It is the my internal desire to accomplish goals through actions

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Help them identify their reasons for attending the course/ program.

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Motivation is a strong desire to want to do something and to do it well.

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Rai- Being meaningfully engaged, knowing I can bring and apply what I learn in my own context. Being able to make the connections and when efforts are acknowledged 

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Rai- Being meaningfully engaged, knowing I can bring and apply what I learn in my own context. Being able to make the connections and when efforts are acknowledged 

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What doesn't kill you make you stronger

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Motivation is the desire to do something without being forced to.

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Motivation to learn is to be clear of what we are learning. The direction is clear, what is expected of us is clear and we can make connections of what we need to learn

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Motivation is the driving force that leads you to achieve your goals.

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Motivation is a driving force that helps one remain focused and move towards our goals

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ECE521- The lecturer was very engaging and encouraging, acknowledging all our efforts.