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MATEL 2012: 3rd International Workshop on Motivational and Affective Aspects in TEL
ECTEL 2012, Sep 19, 2012 – http://matel12.professional-learning.eu MATEL 2012: 3rd Int. WS on Motivational and Affective Aspects in Technology- Enhanced Learning Teresa Holocher-Ertl, Christine Kunzmann, Lars Müller, Verónica Rivera Pelayo, Andreas Schmidt, Michael Wyrsch
Motivation is key for knowledge work“Knowledge workers are those people whohave taken responsibility for their work lives.They continually strive to understand theworld around them and modify their workpractices and behaviors to better meet theirpersonal and organizational objectives. Noone tells them what to do. They do not takeNo for an answer. They are self motivated.” David Gurteen 2 2
Research has been fragmented. Knowledge Management CSCW HR Development Psychology HCI EconomicsSensor engineering Each with different ideas of man, research methodologies, … 3 3
Motivation has many facets motivate individuals to share knowledge? motivate to use tools (like we designed them)? motivate to learn? motivate to adapt to new developments? 6 6
Goals Understanding motivation • Gathering empirical evidence • Developing models Design for motivation • Design guidelines, design frameworks • Challenging because of the widening gap between intended use and actual use of systems (and thus the role of appropriation) 7 7
Relationship of affective and motivational aspects The relationship between emotions and learning outcome (and work performance similarly) is not an easy one – negative emotions can increase the learning and work performance. The relationship between emotions and motivation is likewise not an easy one. The role of emotions (and motivation) increases in informal learning contexts compared to formal context as in formal context “having to do sth.” overcomes temporary emotional and motivational aspects. 9 9
Motivation to learn & goals Concept map of • "motivation", "affective aspects", "goals", and "reflection“ relationship of motivation and goals • "implicit" (interest, challenge-based) • "explicit" motivation (goal-oriented, which can be "assessed"), • both of which can be intrinsic or extrinsic. These can conflict • explicit goals can stifle implicit interest. • The challenge lies in balancing these two aspects. 10 10
Research Challenges from MATEL 2011 Context matters! Do not aim at general "motivational" or "affective aspects", but explore them in a concrete context. Goals and interest! Which helps in which context? It is also groups! Explore the role of scale for motivational aspects (individual, groups of varying size) Individuals are different! Systematically identify user roles/user types and their characteristics with respect to motivational and affective aspects. 11 11
Agenda9:00 Introduction: Motivational Aspects in TEL9:30 Christine Kunzmann, Andreas Schmidt: The MATURE Motivational Model Revisited10:00 Coffee break10:30 Michael Prilla and Martin Degeling. Designing reflection tools that people want to use: Motivational aspects of supporting collaborative reflection at work10:55 Teresa Holocher-Ertl and Claudia Magdalena Fabian. The influence of collaboration and self-regulated learning services on the motivation to learn at the workplace11:20 Gonzalo Parra, Joris Klerkx and Erik Duval. TiNYARM: This is Not Yet Another Reference Manager11:40 Discussion12:30 Lunch13:30 MATEL: Past, Present, and Future14:30 Creating a workshop outcome poster 12 12