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Learning Engagement, Flow and Facilitation

Learning Engagement, Flow and Facilitation. Tony Robinson David Low. 2014 National Outdoor Education Conference - Adelaide. 2014 National Outdoor Education Conference. Tony Robinson. Gilson College (13 years) 32 years secondary school teaching primarily with young adolescents

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Learning Engagement, Flow and Facilitation

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  1. Learning Engagement, Flow and Facilitation Tony Robinson David Low • 2014 National Outdoor Education Conference - Adelaide

  2. 2014 National Outdoor Education Conference Tony Robinson Gilson College (13 years) 32 years secondary school teaching primarily with young adolescents Year 9 L4L Program

  3. 2014 National Outdoor Education Conference David Low Avondale College

  4. “We possess the potential to unite like mighty rivers that flow and mingle in our great oceans. The best of men can be likened to water for water benefits all living things.” • from at the dedication stone in memory of an 18 year old taken by a shark at West Beach in 2004

  5. (Cavanagh, 2012)

  6. (Cavanagh, 2012)

  7. I propose a third dimension to these schema: motivation • The key to engagement, whether it be learning or any other kind, is motivation: “Motivation is literally the desire to do things.” (2014, Psychology Today)

  8. Skills/capabilities • Intrinsic • Cognitive • Challenge/expectations/conditions • Extrinsic • Behavioural • Motivation/need/desire • Holistic • Self-determination

  9. Much has been written about the experience fluctuation model and, to a lesser extent, the expectations capabilities model • Much has been written separately about theories of motivation from the early behavioural theories (Instinct: Bernard, 1924; Drive: Hull, 1943; and Deficiency/Growth needs: Maslow, 1943.) to the more recent cognitive theories (Attribution: Weiner, 1986; and Self-efficacy: Bandura, 1977, 1982; Schunk, 1991) and the meta-theory of Self-determination (Deci, et al, 1991) • Consideration of these may provide a richer framework within which to organise and facilitate OE programs - particularly for adolescent participants

  10. Scaffold mooted by Belland, et al (2013), for motivation for improved learning engagement which may be helpful in structuring facilitation in OE programs

  11. Thinking about competence from an intrinsic perspective Hattie found that the self-report grades had the highest effect size (1,44). • Unpacking this relates to the grade (What they think they will get/can do) they believe they will achieve • Improvement is found when the student is asked about/shown ways they are able to improve on this

  12. L4L program has about an 80% participation rate for the OE component • Most of the incentives are extrinsic: L4L Badge; academic disadvantage; • moving the motivation from outside to inside - extrinsic to intrinsic may improve participation and learning outcomes

  13. Conclusion, comments and questions: • we've looked at flow, learning engagement and motivation • self-determination theory • scaffold to assist facilitate improved motivation to learn/engage in OE contexts • ways this might work in an OE program

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