Designing online learning environment: Web 2.0 Connected Learning

We’ve looked at interests power the drive and influencing learners to develop their motivation. Hamilton & Jago highlighted interests connected learning does not just rely on the innate interests of the individual learner, but views interests and passions as something to be actively developed in the context of personalised learning pathways that allow for specialized and diverse identities and interests. Moreover, Waterman proposes that an individual can influence and develop what motivates them make by making better choices. He would argue that when an individual is aware of what choices are a choice motivated by personal expressiveness and what is an instrumentally expressed choice they can make a better choice. Where a students is aware that they are more motivated by a kind of learning activity that is triggering and enriching their interests.

Learning in the context of peer interaction is engaging and participatory, which would enhance learners to develop motivation. Hamilton & Jago also place a value on intrinsic motivation but delivered through meaningful feedback eg, children included – need to experience feedback-rich contexts where they see intrinsically important consequences to their actions. Dwerk et. al. doesn’t seem to support the idea that intrinsic motivation can be developed and influenced. Their model asserts that an individual has implicit and quite fixed theories of self and will follow one of two patterns of behaviour. A different approach to learning and motivation is to teach students about the intrinsic value of the content/process/skill they are learning. Shifting focus from intrinsic motivation to motivation to learn is an important point made by Brophy. In other words, peers and experts gives feedback to one another and can contribute and share their knowledge and views.

What is in common between Kaplan and Brophy’s main ideas are that motivation is focused around the individual and that it resides in people. Brophy focuses on the individual where Kaplan views motivation as part of a system involving cultural, social, and individual processes. Kaplan and Brophy both agreed on that learning involves meaningful work and it is worth learning. This is explained by Brophy in terms of the affordances that the work provides. This concept links back to the work of Gibson and the Ecological Psychology perspective of affordances and effectiveness.  The concept of affordances also links to Vygotsky’s ZDP concept where learning should activate schema networks for valued purposes, and connecting with students’ current interests and agendas.

Furthermore, interest suggest that educator can help students sustain attention for tasks even when tasks are challenging, this could mean either providing support so that students can experience a triggered situational interest or feedback that allows them to sustain attention so that they can generate their own curiosity questions; select or create resources that promote problem solving and strategy generation. The process of engaging content is likely to continue as long as there is support, other people may facilitate such support, and support may be provided by the affordances of the tasks or domain in which a person works.

Connected learning environments are populated with connected educators who share interests and are contributing to a common purpose. Today’s social media and web-based communities provide exceptional opportunities for learners, parents, caring adults, teachers, and peers in diverse and specialised areas of interest to engage in shared projects and inquiry. Cross-generational learning and connection thrives when centered on common interests and goals.

I’ve created a mind map using Mindmeister and shared with the public -THAT’S YOU, YOU AND YOU. It presents an exemplar showing that as “connected educators”, how can we create a meaningful learning environment to connect, motivate and engaging learners. I tried to embed the mind map on my blog, since I didn’t upgrade with premium – no pay no HTML codes embed service, therefore, we cannot have a cool, synchronised interactive mind map place within this blog. Never mind, nothing can stop my sharing spirit – please feel free to comment or add any ideas you may have by clicking on this link – Connected Learning


  • Brophy, J. (2008). Developing students’ appreciation of what is taught in schools. Educational Psychologist, 43(3), 132-141.
  • Dweck, C. S., & Legget, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
  • Kaplan, A., & Flum, H. (2010). Achievement goal orientations and identity formation styles. Educational Research Review, 5(1), 50-67.
  • Hamilton, E., & Jago, M. (2010). Toward a theory of personalized learning communities. In M. J. Jacobson & P. Reimann (Eds.), Designs for learning environments of the future (pp. 263-282). New York: Springer.
  • Smith, C (2010). Surviving Web 2.0 Professional Educator; v.9 n.1 p38-41 March 2010

The Last Bookshop

See on Scoop.itLearning Happens Everywhere! The Last Bookshop imagines a future where physical books have died out. One day, a small boy’s holographic entertainment fai…

miracletrain‘s insight:

It is very sad to see our lives and future generations completely immersed in a digitla world, surrouded by all the coolest gadgets but nothing seems meaningful to our lives. People drag themselves up from bed every morning for yet another dull day of work where you are confronted with task after dreary task. In exchange for undergoing this daily routine, you get to make a steady income and lead a stable life. The Last Bookshop is a charming short film that imagines a future time when physical books have disappeared. A 16:20 in the video the part about Amazon having the copyright to everything, and the last bookshop forced to shut itself down to avoid pay infringement to the digital pusblishing empire. Imagine a world without a bookshop; a place where physical books are nearing extinction and “original stories are lost forever.”

Produced by The Bakery in the South-East of England, filming took place in 2011, with post-production completed in 2012. The music was composed by Owen Hewson and performed by Arlet.

Veteran actor Alfred Hoffman stars alongside youthful co-star Joe Holgate.

It is written by Richard Dadd, who also co-directs alongside Dan Fryer.

We love bookshops. But we saw that many are going through tough times.

We wanted to contribute to the cultural debate with our own celebration in support of these glorious independents and their shelves of treasures. So with the help of some remarkable independent bookshops, and a lot of talented friends, we have been able to make our idea for The Last Bookshop into a reality. We hope you enjoy this film and share it with your friends…

See on

MOOCs and Libraries: New Opportunities for Librarians

See on Scoop.itLearning Happens Everywhere!

“This video is of the “New Opportunities for Librarians: What Happens When You Go Behind the Lines in a MOOC?” session at the 18-19 March 2013 “MOOCs and Libraries: Massive Opportunity or Overwhelming Challenge?” event hosted by OCLC Research and the University of Pennsylvania Libraries. As we learn about new platforms and new modes of working, librarians are going into the trenches to see for themselves how MOOCs work. How do library resources and research skills fit into MOOCs and other online learning environments? Where do library collections and service fit? How can we use the experience gained in MOOCs to think about the future of the library in an evolved teaching environment? Featuring Marjorie Hassen, Director of Teaching, Research, and Learning Services, University of Pennsylvania Libraries; Sarah Bordac, Head, Instructional Design, Brown University; Jennifer Dorner, Head, Instruction and User Services, University of California Berkeley; and Lynne O’Brien, Director of Academic Technology and Instructional Services, Duke University.”

See on

Motivational Strategies


I think every educator knows the challenge of stimulating and sustaining leaner motivation and the difficulty of finding reliable and valid methods for motivating learners. In digital world, technology is making rapid progress reslising the personalised learning dream with adaptive learning technology. Such as Codecademy and Khan Academy as “the future of learning”, these learning platforms primarily offer learners with most up- -to-date content and problems, learning experiences has been placed more emphasis on problem-based adaptive learning rather than top-down content orientated structure.

Last year, I started to try to learn to code, since coding is the 21st century literacy and I am working in the digital field, I should learn some basic coding, so I started my learning with Codecademy. Since I’ve never taken a class or never read a “How To” book for coding, I found the learning program with Codecademy was quite an interesting one. I first started with an intention of learning codes, and ended up with the pursuit of knowledge about programming, as well as with the pursuit of those creative learning badges.  I actually think that the badges are a fantastic idea. Yes, the “love of learning” should be enough of a motivator, but the sad truth is that it isn’t. Social badges integrating into learning totally fits the gamification trend. People tend to compete for badges, whether they be sports trophies, post counts or website hits we all want to be able to show that we were able to do something.

That functionality taps into the some of the basest parts of the human mind, we love to acquire anything that is shiny and new, and for those that never gained a love of learning when they were young using something that we as a species find addicting can actually begin the process of instilling that love.

Keller (1987) breaks each of the four ARCS components down into three strategy sub-components. The strategy sub-components and instructionally relevant examples are shown below.

The design process includes these:

  • Knowing and identifying the elements of human motivation,
  • Analyzing audience characteristics to determine motivational requirements,
  • Identifying characteristics of instructional materials and processes that stimulate motivation,
  • Selecting appropriate motivational tactics, and
  • Applying and evaluating appropriate tactics.

I do not think that many developers of the Codecademy would know much about the Keller’s ARCS components, but I reckon a lot of learners whom have tried to learn coding were sharing the same problems – we wanted to learn but have no engagement or incentives to retain ourselves with the dry knowledge. I wouldn’t say the Codecademy learning is effective, since I almost forgot all of the codes I have learnt from the HTML5 course, but I really like the experiences I had for those couple of months, I was starting my class with similar enthusiasts like me and we’ve encountered the same problems, and discussed then solved them to gain our points. Some enthusiast determine to mastering what they’ve learnt, and me just for fun and the taste of community learning. But the skills of communcation, teamwork, project management and engagement were the instrinsic values of the course.


Keller, J. M. 1987b). “The Systematic Process of Motivational Design.” Performance &
Instruction, 26(9), 1-8.