Syllabus

• Week 1

  Aspects of Motivation

  • Welcome to the course

    Here we will introduce your learning outcomes, our team and begin our learning journey together.

  • Aspects of Motivation

    What are the elements that drive us to be motivated to complete tasks?

  • Identifying Motivational Factors

    Let's go deeper into Bob's story and look at the factors that motivate learners.

  • Theories of Motivation in Young People

    We explore amotivation and the different theories and approaches to motivating students.

  • Wrapping Up The Week

    Complete the weekly test and check in with Bob once more before we move on to new topics.

• Week 2

  Needs-Based Theories of Motivation

  • Learning Outcomes

    Learn to identify the basic needs of learners, how to enhance the motivation to learn through fulfillment of basic needs and use some of the strategies to promote satisfaction of the basic needs to enhance learning motivation.

  • Humanistic Theory

    This section introduces the needs-based approach, which suggests that people are motivated by the desire to have their needs fulfilled.

  • Self-Determination Theory I

    This section expands on what you have learned about intrinsic and extrinsic motivation in the Humanistic Theory session.

  • Self-Determination Theory II

    This section further expands on what you have learned about intrinsic and extrinsic motivation in Self-Determination Theory I.

  • Wrapping Up The Week

    This week, we looked at the basic needs of learners, explained how intrinsic motivation to learn is enhanced when the needs are fulfilled, and introduced some of the strategies to promote the satisfaction of these needs.

• Week 3

  Mindsets and Causal Attributions for Success and Failure

  • Learning Outcomes

    Learn about mindsets, how you can promote them in children and students and how to increase learner motivation.

  • Mindsets I

    This week, learn two types of mindsets that can be cultivated i.e. fixed or growth mindset.

  • Mindsets II

    This session further expands on what you have learned about cultivating mindsets in Mindsets I.

  • Causal Attributions

    Learn about the effects of causal attributions on motivation.

  • Wrapping Up The Week

    It is important for parents and teachers to understand children’s mindsets and the attributions they make, as it affects motivation and will impact their performance in school.

• Week 4

  The Self-Regulated Learner

  • Learning Outcomes

    Learn about the construct of Self-Regulated Learning, an omnibus concept that paints a portrait of the expert learner.

  • What is Self-Regulated Learning (SRL)?

    This week, you will learn about the characteristics of Self-Regulated Learners (SRL), what it involves and how to promote SRL in children and students.

  • A Portrait of the Self-Regulated Learner

    Lindner and Harris (1992) describe self-regulated learners as those who possess a belief system that views knowledge as complex and evolving, rather than simple and fixed, and the knower as capable of self-modification.

  • Motivation and Emotion

    An important aspect of SRL is Motivation. Next, we will cover the aspect of ‘Emotion’ within the first dimension of SRL.

  • Cognition and Metacognition

    The two aspects in the second dimension of SRL are cognition and metacognition. Cognition refers to how individuals think when performing activities. Metacognition is a higher order form of cognition.

  • Strategic Action

    The final dimension of SRL is strategic action. Behaviourally, self-regulated learners select, structure and create environments that optimise learning. SRL individuals engage in iterative cycles of strategic action.

  • Promoting SRL I

    In this session, learn about strategies help to motivate our children and/or students in practising SRL at their own pace.

  • Promoting SRL II

    This session further expands on what we have learned about Promoting SRL in session I.

  • Wrapping Up The Week

    This week,we looked at the different components of SRL and how SRL contributes to learning and performance. All individuals can engage in some form of self-regulation, although the level of effectiveness may vary.