Unit 3: Motivation & Learning Theory

This unit covers:

• theories and frameworks of student motivation
• theories and frameworks of student learning
• reflecting on one’s own practice

Learning outcomes

1. Be able to explain theories of student motivation, for example expectency-value.
2. Be able to explain theories of learning, in particular behaviorism and constructivism.
3. Confidently use learning & motivation theory terminology when talking about educational contexts.

Pre-session task

This weeks pre-session task has two parts. It is important to complete part 1 before attempting part 2.

Part 1

Take this quick self-assessment in the VARK learning style framework. Keep a note of your results and post them on Slido.

For example, my scores were Visual 13, Aural 4, Read/Write 12, Kinesthetic 9.

Part 2

With your learning style at hand, watch this video.

Material

• slides

• Video · transcript (2021-10-14, 34:01): Motivation theory, learning theory

  
  Chapters

  1:13 Pre-Session Task
  4:18 Extrinsic Motivation
  5:14 Interesting Motivation
  6:47 Where Does this Intrinsic Motivation Come from
  11:38 The Social Context
  15:05 The Growth Mindset
  15:31 The Fixed Mindset
  17:15 Fixed and Growth Mindset
  17:36 Fixed Mindset
  19:47 What Does It Mean To Learn
  20:13 Reinforcement Learning
  21:30 Piaget's Experiments with Children
  26:38 Cognitive Load Theory
  28:59 Bloom's Taxonomy
  29:47 Basic Level of of Mastery
  29:57 Familiarity
  31:18 Assessment
  

Further resources

• The puzzle of motivation
  TED talk by Dan Pink on how traditional rewards aren’t always as effective as we think.
• Video showing Piaget’s experiments on children’ cognitive development stages.

• Cognitive Load Theory

• Teaching and Learning in Higher Education
  Online module on teaching in HE, but with many theories and practical ideas that apply in any context. Particularly valuable are the units on fostering intrinsic motivation and active learning.
• Curriculum 2021
  UoL’s strategy document on teaching and learning; focused on HE, but contains many widely applicable “Hallmarks” of good teaching practice.

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Unit 2  ⋅  Syllabus  ⋅  Unit 4