Jennifer Davies Delightful EDTC 640 padlet by https://padlet.com/joijjs_7/ytore6es2xbs Made with a dash of wit en-us 2017-02-25 20:41:36 UTC 2017-02-26 18:51:54 UTC hello@padlet.com Q2. joijjs_7 https://padlet.com/joijjs_7/ytore6es2xbs/wish/156207791 How can you apply this information to your classroom? 

These readings are transferable and can be applied into a K-12 classroom setting by utilizing the cognitive constructivist theory within our Reading class. This will personify Pink’s essential elements, which are autonomy, mastery & purpose. These building blocks will give learners an opportunity to be self-motivated and fulfill task requirements in his/her own creative way!For instance, we could build a lesson around asking students to explain new lesson material in their own words, which in turn will allow them to connect new, and old material. 
]]> 2017-02-25 20:50:42 UTC https://padlet.com/joijjs_7/ytore6es2xbs/wish/156207791 Q3 joijjs_7 https://padlet.com/joijjs_7/ytore6es2xbs/wish/156207930
  • How can you apply this information to your professional's development, specifically, the DTTP professional development you’ll be developing in this course.  
    • I would motivate my learners by doing the following:

    1. Find out specifically what they need/want in order to strengthen their curriculum with technology (Purpose/Need).
    2. Present them with my technological research findings based on his/her request. This could be in the form of 
    3. Utilize the cognitive constructivist theory
    4. Incorporate Rogers (2005) “Keys to change” 
      5.   Facilitate edcamps 
    ]]>     2017-02-25 20:54:55 UTC https://padlet.com/joijjs_7/ytore6es2xbs/wish/156207930     Q1. joijjs_7 https://padlet.com/joijjs_7/ytore6es2xbs/wish/156207954 A positive aspect from the readings this week that resonated with me was Daniel Pink's: RSA Animate video! This video illustrated the hidden truths behind what motivates struck a chord with as he discussed the rewards Social Theory. Before viewing this clip, I believed that positive and negative reinforcement worked well for any results driven situation. I learned that although money can be used to motivate, it is not always the determining factor for optimal performance. In fact as Pink (2010) stated that on three different levels where money is used as the motivation as it pertains to difficult task(s), the performance plummets at all levels. It is, therefore, more meaningful to invest in employees at all level Intrinsic Motivation, and offer employees comparable salaries. ]]> 2017-02-25 20:55:38 UTC https://padlet.com/joijjs_7/ytore6es2xbs/wish/156207954 Q4. joijjs_7 https://padlet.com/joijjs_7/ytore6es2xbs/wish/156263108 Present the 6 different principles of Knowle's theory of adult learning and include a rationale (3-4 sentences) for applying each principle into your professional development plan.  

    Toister (2014), explains Knowle’s clever theory of adult learning includes 6 different principles:  
    ·       The first is need to know. Learning takes effort and concentration. 
    ·       The second principle is Experience. Learning is easier when we can build on existing knowledge. 
    ·       The third principle is Self-Concept. This means that adults need to be responsible for their learning decisions.
    ·       The fourth principle is Readiness. Adults learn best when training can be used to help them solve an immediate problem. 
    ·       The fifth principle is Problem Orientation. Adults learn best when training is problem oriented rather than content oriented. 
    ·       The sixth principle is Intrinsic Motivation. Adults learn best when motivation comes from within (2014).

    ]]>     2017-02-26 18:39:31 UTC https://padlet.com/joijjs_7/ytore6es2xbs/wish/156263108     Q5. joijjs_7 https://padlet.com/joijjs_7/ytore6es2xbs/wish/156263246 I am appreciative of the opportunity to learn more about teaching adults, as there is a slight difference in pedagogy. Regarding applying each element into my DTTP, I find it very feasible. For instance, once we all agree that the new software program needs to be implemented to correct/build on prior communication and collaboration problems (via email, Skype, etc.), that have been occurring then they should have an innate/internal readiness for learning the software independently. These elements will provide concepts will help keep a structured flow of motivation. ]]> 2017-02-26 18:41:42 UTC https://padlet.com/joijjs_7/ytore6es2xbs/wish/156263246 Q6. joijjs_7 https://padlet.com/joijjs_7/ytore6es2xbs/wish/156263387 Include aspects of how your ideas on motivating participants converge with your understanding of how adults learn and keys to change (Rogers). Hint: focus on Pink's trifecta of internal motivations!

    In addition to utilizing Knowles elements, it’s important that we also take into consideration Rogers theory. When motivating participants converge I plan to give them a sense of purpose and autonomy as they learn new strategies on teaching their curriculum with new technology. Through Rogers (2005) “Diffusion of Innovation the persuasion stage could prove to be beneficial as faculty and staff to build confidence and mastery of the new software as we focus on compatibility, relative advantage, and complexity.”
    ]]>     2017-02-26 18:43:13 UTC https://padlet.com/joijjs_7/ytore6es2xbs/wish/156263387     References joijjs_7 https://padlet.com/joijjs_7/ytore6es2xbs/wish/156263431 Pink, D. (2010). RSA. ANIMATE: Drive Video: The surprising truth about what motivates us. Retrieved from https://www.youtube.com/watch?v=u6XAPnuFjJc&feature=youtu.be

    Toister, J. (2014). Introduction to Malcolm Knowles's andragogy theory. Lynda. Retrieved from https://www.lynda.com/Higher-Education-tutorials/Introduction-Malcolm-Knowless-andragogy-theory/170070/193558-4.html#tab

    Rogers, E.M. (2005). Diffusion of Innovations (5th edition). Elements of Diffusion (p 23-27). New York: Free Press.
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