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Hertz. M. (2010)

Introduction to Edcamp: A New Conference Model Built on Collaboration. Retrieved from: https://www.edutopia.org/blog/about-edcamp-unconference-history

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Pink.D. (2010)

RSA ANIMATE: Drive: The surprising truth about what motivates us. Retrieved from: https://www.youtube.com/watch?v=u6XAPnuFjJc&feature=youtu.be

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Toister, J. (2014)

Introduction to Malcolm Knowles's andragogy theory. Retrieved from: https://www.lynda.com/Higher-Education-tutorials/Introduction-Malcolm-Knowless-andragogy-theory/170070/193558-4.html

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Several key ideas I want to explore for possible implementation. The first key idea is to include a better focus on Knowless' Self-Concept portion theory. I want to encourage a sense of responsibility for their learning decisions. Secondly, I want to create a sense of autonomy mentioned by Pink in his video. Thirdly, an "unconference" mentioned by Edcamps in order to create a spirit of collaboration.

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Overall, I did not read anything that I disagreed or agreed with immediately many things caused some additional thinking and reflecting. Below are several things I want to make sure I remember and that peeked my interest.

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3 factors that lead to better performance and personal satisfaction

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3 factors that lead to better performance and personal satisfaction

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Autonomy: desire to be self directed - if you want engagement you need this
Mastery: the urge to get better at stuff- also included making a contribution
Purpose: "purpose motive" transcendent purpose makes coming to work better
(Pink, 2010)

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From RSA ANIMATE: Drive: The Surprising Truth About What Motivates Us

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From RSA ANIMATE: Drive: The Surprising Truth About What Motivates Us

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"We are not as endlessly manipulable and predictable as you would think" (Pink, 2010)

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Straight forward tasks vs Conceptual and Creative Thinking rewards

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Straight forward tasks vs Conceptual and Creative Thinking rewards

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(Pink, 2010)

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My focus on Pink's trifecta of internal motivations!

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My focus on Pink's trifecta of internal motivations!

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My ideas on merging the the principles of motivating participants with understanding of how adults learn begins with allowing adults autonomy, a chance  to make a contribution to teaching community, and to give our PD a sense of purpose by focusing on Knowle's theory.

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6 different principles of Knowle's theory

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6 different principles of Knowle's theory

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1. Need to know: In my professional development plan I will begin with clear objectives and goals. The purpose of the PD will be reflective of the audience's common goals. The PD will be adaptive to maintain the common purpose.
2. Experience: In my professional development plan will be based on current understanding of technology. With the technology survey created at the beginning of the PD, I can tailor the PD.
3. Self-concept: With the online and hybrid portion  of the course teachers will be able to navigate at their own pace. Here they will be able to review and scaffold the material as they see fit.
4. Readiness: During the first PD we will discuss what teachers perceive as immediate needs. As teachers lead the discussion, they will focus on possible solutions, and add those ideas to the subsequent PD days.
5. Problem Orientation: Similar to my Readiness ideas...this will be centered around the needs and problems of the attending staff.
6. Intrinsic Motivation: This last theory is still in the works for my PD.

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Learning takes effort so adults need to its objective or purpose (Toister, 2014)

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For adults, learning is easier when we can build on existing knowledge (Toister, 2014)

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Adults need to be responsible for their learning decisions (Toister, 2014)

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Training is best when they (adults) can use it to solve an immediate problem (Toister, 2014)

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Adults learn best when the training is problem oriented rather than content oriented (Toister, 2014)

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Adults learn best from motivation comes from within (Toister, 2014)