Järvelä, Sanna & K. Ann Renninger. (2014) Designing for Learning: Interest, Motivation, and Engagement. Chap 33 in Sawyer, R. K. (Ed.). The Cambridge Handbook of the Learning Sciences. Cambridge University Press (pp. 668-685).
Reading Prompt In addition to your summary of the paper, please reflect on how we can draw on these learning constructs of interest, motivation and engagement to design effective and appealing online learning systems. REFLECTION DUE: 5 April, Tuesday I hour before class.
Cory Bird
4/4/2016 20:42:55
The paper begins by explaining the idea of motivated learners and introducing two questions: “How do we enable those who are not yet engaged to develop their will and skill for learning?” And, “How do we design in order to continue to support those who are already engaged, such that they continue to deepen their interest and, as a result, their motivation to learn particular disciplinary content?” The paper is focused around answering these questions and starts by highlighting distinctions between three words that are commonly believed to be interchangeable. These words are interest, motivation, and engagement.
Edward Bai
4/4/2016 23:49:38
The reading by Jarvela and Renninger brings up three important concepts in the process of learning; interest, motivation, and engagement. Over time, there appears to be two fundamental questions that must be answered. The first question is how do we get unmotivated learners to act upon their interests and become a motivated learner, and through that begin the process of learning. The second question is how can we design interaction so that those that are already engaged can deepen their interest and drive to learn more about the subject matter. One can gauge the levels of interest/commitment a learner currently has. They are, from low interest to high interest, a triggered situational interest, maintained situational interest, emerging individual interest, and well-developed individual interest. The paper points to how we can take a learner from each interest level and make “go up a level”. Understanding in which of these categories a learner may be in is the difficult part as from the outside perspective it is hard to gauge interest and excitement over a learning topic. However, this provides a spring-board into motivation and engagement. Without interest, it is very difficult to start this process. I believe the most important part of this whole process is the beginning; that is, the singling out and distinguishing of interests. Once they are realized, I believe the rest of the process will become simpler to shape towards that learner’s needs. Promoting motivation and engagement can only occur once the target is realized. Reading about all this reminds me of when I was in high school and the school would but on career fairs, where they would run personality tests on students and from there designate careers suitable based on the Myers Brigg personality types. It was all about figuring out “yourself” and your strengths and weaknesses. Although questionable in terms of validity, it provided a start to explore all the different careers and interests associated with the career paths. This obviously is working on a less deeper level than the steps presented in this paper. Engagement requires action. Similar to the examples in the reading about the importance of science centers and institutions of similar ilk, reading about this reminded me of the power of museums to foster education, as many exhibits these days provide hands on experiences with authentic pieces of history and experts available to provide insightful bits of information. The level of immersion that activities like this bring can provide valuable experiences to nurture and stimulate motivation to explore their field further.
Christine Kwon
4/5/2016 00:49:40
Jarvela and Renninger talk about three concepts that are vital for learning: interest, motivation, and engagement. These three words answer two questions that the reading introduces as essential in considering the future pathway for learning. The two questions are: “How do we enable those who are not yet engaged to develop their will and skill for learning? How can we help unmotivated learners become motivated to learn?” and “How do we design in order to continue to support those who are already engaged, such that they continue to deepen their interest and as a result their motivation to learn particular disciplinary content?”
Aliya Blackwood
4/5/2016 01:39:59
Sanna Järvelä and K. Ann Renninger explain the state of mind of motivated and unmotivated learners. It is in our nature to practice what we are good at and avoid things we are not good at. For years studies have shown that understanding one's own competence allows one to see challenges as things to be mastered, not things to run away from. Järvelä and Renninger look at the roles of interest, motivation, and engagement in their design principles for learning and ask two questions: How do we motivate people to get engaged in learning? How can the design support those who are already engaged in learning? They answer these questions by first defining interest, motivation, and engagement.
Maddie Duque
4/5/2016 01:48:43
In their paper, Järvelä Sanna and K. Ann Renninger discuss three vital concepts that are crucial for learning: interest, motivation, and engagement. Within this trio, the authors bring up two questions that they are looking to solve: “How do we enable those who are not yet engaged to develop their will and skill for learning?” and “How do we design in order to continue to support those who are already engaged, such that they continue to deepen their interest and, as a result, their motivation to learn particular disciplinary content?”
LeRoy Gary
4/5/2016 03:26:51
As the name suggests, the paper by Järvelä and Renninger focuses on the differences in interest, motivation, and engagement in a learning setting, and how they can be more readily called upon in the classroom. Specifically, two questions are asked outright: how do we get previously unengaged learners engaged, and how do we maintain engagement in currently engaged learners.
Anne Kim
4/5/2016 07:59:57
Engaged learners typically have a more developed interest and deeper motivation to learn as opposed to learners who aren’t engaged. Jarvela and Renninger recognize that it is important to support both types of learners, and focus on two questions regarding the roles of interest, motivation, and engagement: 1. How do we get those who aren’t engaged to develop their will for learning, and help unmotivated learners become motivated to learn? And 2. How do we support those who are already engaged in learning so that they can deepen their interest and, therefore also their motivation, to learn about a particular topic? The authors define three distinct and complementary influences on learning: interest, motivation, and engagement.
Samiha Dawalbhakta
4/18/2016 00:01:45
In Chapter 33 of “The Cambridge Handbook of the Learning Sciences,” Järvelä and Renninger talk about how productivity in educational pursuits require interest, motivation, and engagement. These three concepts are essential to giving the best educational access and potential to learners. All students are in two categories: unengaged or unmotivated, and unchallenged. Students who are not engaged in their learning, and are unmotivated to excel in and apply their knowledge they are learning need to com how be given the resources and motivation to help them succeed in their academics. Students who already have motivation and resources to succeed may find themselves plateaued at a certain educational standard. These students need to be introduced to education that will deepen their interest in a certain educational area. Comments are closed.
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