BEGIN:VCALENDAR
VERSION:2.0
X-WR-CALNAME;VALUE=TEXT:Exploring Autonomy and Motivation
PRODID:-//Harvard events data//EN
BEGIN:VEVENT
UID:event_1727086_0
SUMMARY:Exploring Autonomy and Motivation
DESCRIPTION:<p><span><strong>Overview</strong></span><br><br>&nbsp;</p><p><strong>Discussion Facilitators: </strong>Salma Abu Ayyash, Robert Haussman and Olivia Miller&nbsp;</p><p>Jon Stolk’s 11/15/24 workshop, <em>Motivation and Self-Regulation in Learning: The Role of Autonomy and Autonomy Support</em>, offered valuable insights into how autonomy impacts students' motivation and engagement. These ideas invite reflection on how classroom environments support students' sense of purpose, relatedness, competence, and autonomy.</p><p>For our final meeting of the semester, we’ll build on these concepts to examine strategies for fostering intrinsic motivation in course design. Guided by our current LInc Faculty Fellowship theme, <em>Self-Directed Learning and Motivation: Helping Students Become Great Independent Learners</em>, we’ll focus on practical ways to promote autonomy in your teaching practices.</p><hr><p><br><span><strong>To Do&nbsp;</strong></span></p><p><strong>Pre-Meeting Readings:</strong></p><ol><li>Stolk, J. D. (2024). <em>Designing Courses for Autonomy Support: A Practical Framework Inspired by Self-Determination Theory for Motivation</em>. IEEE Frontiers in Education Conference. This paper provides a concise review of Jon’s autonomy framework and its applications in course design. (Attached)</li><li>Talbert, R. (n.d.).<a href="https://rtalbert.org/agile-student-feedback-through-the-five-question-summary"><span> Agile Student Feedback Through the Five-Question SummaryLinks to an external site.</span></a>. This article builds on the workshop by introducing an instrument referenced by Eric, offering a complementary perspective on assessing and enhancing classroom climate. (Short Article)</li></ol><p><strong>Guiding Questions:</strong></p><ol><li>How can you design tasks that foster meaningful student agency and autonomy? What balance do you strike between open-ended opportunities and necessary structure in assignments and feedback?</li><li>What strategies help sustain intrinsic motivation during challenging or theory-heavy modules, and how do you address dips in engagement over time?</li><li>How might peer collaboration, project-based learning, or real-world challenges enhance relatedness and align with your teaching practices? Are there interdisciplinary or ethical opportunities that could further motivate students?</li></ol><p>For your reference, we are also including the <a href="https://drive.google.com/file/d/17-XXS9OPTK-HpLufUXiu20xGUrTsgc4v/view?usp=sharing"><span>slides from Jon’s workshopLinks to an external site.</span></a>, which you may find helpful as you prepare.<br><br><a href="https://docs.google.com/presentation/d/1qjLE3MaSmGqKoawfwZewR51ygcnowKx5NZKZ_suop2M/edit#slide=id.g31d1684590e_0_332"><span>Slides from Discussion -Links to an external site.</span></a> Exploring Autonomy and Motivation&nbsp;</p><hr><p><br><span><strong>Learning Goals&nbsp;</strong></span><br>&nbsp;</p><ul><li><strong>Critically Analyze Autonomy-Supportive Teaching Frameworks</strong><ul><li>Faculty will engage with Jon Stolk’s autonomy framework and Self-Determination Theory to critically evaluate its applicability to their disciplines, identifying potential strengths, limitations, and areas for innovation in their course design.</li></ul></li><li><strong>Explore Tensions Between Structure and Autonomy</strong><ul><li>Faculty will articulate nuanced strategies for balancing open-ended opportunities with structured guidance in assignments, drawing on specific examples from their own teaching or the readings to address how this balance impacts student motivation and learning.</li></ul></li><li><strong>Examine Long-Term Impact of Autonomy on Learning</strong><ul><li>Faculty will reflect on how autonomy-supportive practices shape not only immediate student engagement but also long-term skills such as independent learning, self-regulation, and resilience, connecting these reflections to broader educational goals.</li></ul></li><li><strong>Design Evidence-Based Motivational Interventions</strong><ul><li>Faculty will draft a detailed plan for integrating at least one evidence-based strategy to foster autonomy and intrinsic motivation, aligning the intervention with the specific challenges and opportunities of their course context.</li></ul></li><li><strong>Evaluate Peer Collaboration and Real-World Applications</strong><ul><li>Faculty will critically examine how peer collaboration, project-based learning, and real-world challenges can be designed to enhance relatedness and autonomy, identifying potential pitfalls and strategies to overcome them in their teaching environments.</li></ul></li><li><strong>Address Discipline-Specific Challenges in Motivation</strong><ul><li>Faculty will identify and discuss how motivational dips during theory-heavy or abstract modules are unique to their discipline, proposing at least two actionable strategies for sustaining engagement in these contexts.</li></ul></li><li><strong>Engage in Critical Reflection on Ethical and Interdisciplinary Dimensions</strong><ul><li>Faculty will investigate how interdisciplinary and ethical dimensions can deepen students’ sense of purpose and engagement, exploring concrete ways these dimensions can be meaningfully integrated into their curriculum.</li></ul></li><li><strong>Examine Feedback Mechanisms for Autonomy Support</strong><ul><li>Faculty will evaluate the potential of agile feedback tools, such as the Five-Question Summary, not only as a means of assessing classroom climate but also as a catalyst for fostering student autonomy and ownership of the learning process.</li></ul></li><li><strong>Contribute to Peer Learning and Knowledge Sharing</strong><ul><li><p>Faculty will share a deeply reflective example of how autonomy and motivation have intersected in their teaching practices, offering actionable insights to the group while synthesizing diverse perspectives to refine their approach.<br><br>&nbsp;</p><hr><p><strong>Take Aways&nbsp;</strong><br><br>After the workshop, faculty left with the following key takeaways:</p><ol><li><strong>Expanded Understanding of Autonomy-Supportive Teaching</strong><ul><li>Faculty deepened their understanding of autonomy-supportive practices, recognizing how fostering purpose, relatedness, competence, and autonomy could significantly enhance intrinsic motivation and long-term student engagement.</li></ul></li><li><strong>Critical Insights into Self-Determination Theory</strong><ul><li>Participants critically engaged with Jon Stolk’s framework and Self-Determination Theory, gaining nuanced perspectives on how these principles can be applied or adapted within their specific disciplines and pedagogical contexts.</li></ul></li><li><strong>Strategies for Balancing Autonomy and Structure</strong><ul><li>Faculty explored how to design assignments and learning activities that balance meaningful student agency with the necessary structure to guide learning. They reflected on the trade-offs inherent in this balance and identified ways to navigate these challenges effectively.</li></ul></li><li><strong>Practical Tools to Address Motivational Dips</strong><ul><li>Faculty examined discipline-specific challenges, such as sustaining motivation during theory-heavy or abstract modules, and left with tailored strategies to address dips in engagement through techniques like scaffolding, reframing tasks, and integrating reflective practices.</li></ul></li><li><strong>Applications of Peer and Project-Based Learning</strong><ul><li>Participants evaluated how collaborative learning approaches—such as peer projects and real-world challenges—could deepen student relatedness and motivation. They left with a clearer understanding of how these methods align with their teaching goals and how to mitigate potential barriers to implementation.</li></ul></li><li><strong>Exploration of Ethical and Interdisciplinary Dimensions</strong><ul><li>Faculty considered how incorporating ethical dilemmas or interdisciplinary challenges into their teaching could foster deeper engagement. They discussed how these elements encourage students to connect their learning to real-world contexts and develop a stronger sense of purpose.</li></ul></li><li><strong>Reflections on Feedback Mechanisms</strong><ul><li>Faculty critically analyzed the role of agile feedback tools, such as the Five-Question Summary, as both an assessment and a motivational tool. They reflected on how to use feedback not only to monitor classroom climate but also to empower students to take ownership of their learning.</li></ul></li><li><strong>Shared Insights and Collective Wisdom</strong><ul><li>Participants engaged in rich discussions, sharing personal experiences and examples of how they had fostered autonomy and motivation in their teaching. These exchanges deepened their collective understanding and sparked ideas for further experimentation.</li></ul></li><li><strong>Commitment to Long-Term Impact</strong><ul><li>Faculty reflected on the broader implications of autonomy-supportive teaching, recognizing its role in developing students’ self-regulation, independence, and resilience. They left with a renewed commitment to designing courses that prepare students for lifelong learning and adaptability.</li></ul></li></ol></li></ul></li></ul>
LOCATION:SEC 1.412
STATUS:CONFIRMED
DTSTART:20241209T150000Z
DTEND:20241209T163000Z
END:VEVENT
END:VCALENDAR