Super motivation: Difference between revisions
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According to Sonvilla-Weiss (2004), the Spitzer model can be summarized as: | According to Sonvilla-Weiss (2004), the Spitzer model can be summarized as: | ||
{{quotationbox| | {{quotationbox| | ||
* '''Action:''' Active participation in the learning process. Activity can be | * '''Action:''' Active participation in the learning process. Activity can be both physical and mental nature. | ||
both physical and mental nature. | * '''Fun:''' Humorous and surprising elements as part of the learning system can evoke a playful and encouraging way of using learning systems. | ||
* '''Fun:''' Humorous and surprising elements as part of the learning system | * '''Variety:''' Use of different media, resources and activities. Choice Learners should be able to do their own selection of media, | ||
can evoke a playful and encouraging way of using learning systems. | |||
* '''Variety:''' Use of different media, resources and activities. | |||
Choice Learners should be able to do their own selection of media, | |||
contexts and learning paths. | contexts and learning paths. | ||
* '''Social interaction:''' group-discussion, work in teams or consultation | * '''Social interaction:''' group-discussion, work in teams or consultation by instructors play an important motivational function. | ||
by instructors play an important motivational function. | * '''Error tolerance:''' Learners do mistakes, and this is an important factor when learning. | ||
* '''Error tolerance:''' Learners do mistakes, and this is an important | |||
factor when learning. | |||
* '''Measurement:''' The focus is on personal improvement. | * '''Measurement:''' The focus is on personal improvement. | ||
* '''Feedback:''' should be positively formulated. Spitzer recommends | * '''Feedback:''' should be positively formulated. Spitzer recommends suggestions on improvement instead of pointing out the errors. | ||
suggestions on improvement instead of pointing out the errors. | * '''Challenge:''' Tasks that can be mastered should not be trivial, but represent a sufficient challenge. Particularly recommended are learning goals by the learner themselves. | ||
* '''Challenge:''' Tasks that can be mastered should not be trivial, but | * '''Recognition:''' The motivation can be increased, if the learning progress is recognized by the system, other learners or teachers. <br/> | ||
represent a sufficient challenge. Particularly recommended are | |||
learning goals by the learner themselves. | |||
* '''Recognition:''' The motivation can be increased, if the learning | |||
progress is recognized by the system, other learners or teachers. </ | |||
According to Spitzer's super motivation most effective in complex | According to Spitzer's super motivation most effective in complex | ||
multimedia learning environments is Challenge, Choice, Action and | multimedia learning environments is Challenge, Choice, Action and | ||
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potential of learning goals. | potential of learning goals. | ||
}} | }} | ||
== Other application areas == | |||
Spitzer (1990) also developed a model for motivation in the workplace (and that is better known). He also analyzed de-motivators. | |||
== References == | == References == | ||
* Spitzer, D. R. (1996): Motivation: The Neglected Factor in Instructional Design. ''Educational Technology'' 5-6, 45-49. | |||
Instructional Design. ''Educational Technology'' 5-6, 45-49. | |||
* Spitzer, D.R. (1990). Super-motivation: A blueprint for energizing your organization from top to bottom. New York: AMACOM. | |||
* Sonvilla-Weiss, Stefan (2004). Learning Objects - a didactical model, ICON - Identity formation in contextual media culture a research project supported by the European Commission, University of Art and Design Helsinki, [http://www.kunstnetzwerk.at/Icon_Helsinki.pdf PDF] | |||
== Links == | |||
* | * [webadmin.leis.co.uk/images/insptrmwrmtzqqjdqbipfohjwqurazkvhkio.pdf Super Motivation: Dean Spitzer] | ||
Revision as of 15:54, 8 December 2007
Definition
Super motivation (here) refers to an instructional design model defined by Dean R. Spitzer (1996).
The model
According to Sonvilla-Weiss (2004), the Spitzer model can be summarized as:
- Action: Active participation in the learning process. Activity can be both physical and mental nature.
- Fun: Humorous and surprising elements as part of the learning system can evoke a playful and encouraging way of using learning systems.
- Variety: Use of different media, resources and activities. Choice Learners should be able to do their own selection of media,
contexts and learning paths.
- Social interaction: group-discussion, work in teams or consultation by instructors play an important motivational function.
- Error tolerance: Learners do mistakes, and this is an important factor when learning.
- Measurement: The focus is on personal improvement.
- Feedback: should be positively formulated. Spitzer recommends suggestions on improvement instead of pointing out the errors.
- Challenge: Tasks that can be mastered should not be trivial, but represent a sufficient challenge. Particularly recommended are learning goals by the learner themselves.
- Recognition: The motivation can be increased, if the learning progress is recognized by the system, other learners or teachers.
According to Spitzer's super motivation most effective in complex multimedia learning environments is Challenge, Choice, Action and also Fun, since most interactive media bear a highly explorative
potential of learning goals.Other application areas
Spitzer (1990) also developed a model for motivation in the workplace (and that is better known). He also analyzed de-motivators.
References
- Spitzer, D. R. (1996): Motivation: The Neglected Factor in Instructional Design. Educational Technology 5-6, 45-49.
- Spitzer, D.R. (1990). Super-motivation: A blueprint for energizing your organization from top to bottom. New York: AMACOM.
- Sonvilla-Weiss, Stefan (2004). Learning Objects - a didactical model, ICON - Identity formation in contextual media culture a research project supported by the European Commission, University of Art and Design Helsinki, PDF
Links
- [webadmin.leis.co.uk/images/insptrmwrmtzqqjdqbipfohjwqurazkvhkio.pdf Super Motivation: Dean Spitzer]