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Designing Digital Problem Based Learning Tasks that Motivate Students,…
Designing Digital Problem Based Learning Tasks that Motivate Students
Computer support learning environment
Task
Apply
Content knowledge
while working on
Contextualized problems
Skills
offers
Positive effects in motivation
Learning outcomes
Students' autonomy
Self Determination Theory (SDT)
Foster Motivation
Optimal learning
Learner
Update the knowledge
active participation
Active seeker of information
Autonomy Support
Non-directive language
External pressure is minimal
Take initiative
No controlling the language
Choices are offered
Intrinsic motivation
Structure Support
Learner engagement
More consistent
Increase perception of competences
Learning environment less chaotic
Clear goals and expectations
Optimal Digital PBL
Dimensions of a learning environment
Motivate Students
Training Teachers
Didcatic teacher skills
Train in principles of
Autonomy support
3 principles
Authentic activities
Collective participation
Time to develop and practice
Knowledge
Structure support
Coached on strenghts
Create Digital PBL Tasks
Hypotheses
Completion of training
Teachers are more skilled
Creating Digital PBL Tasks
Designed by teachers after training
Primary and secondary
Experience autonomy and competence
in PBL Tasks
Designed by teachers after training
Primary and secondary students
Experience intrinsic motivation
in PBL Tasks
Differences between students
Differences between education
Laura Alexandra Orduña Moreno
Educational Technology and Language Teaching
ID 1000888050
Group 04M015
