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  • Motivating Students by Design: Practical Strategies for Professors, 2nd Edition
    Jones, Brett D. (CreateSpace Independent Publishing Platform, 2018)
    The title of the book, Motivating Students by Design (2018), was chosen because the author explains how instructors can motivate students intentionally through the design of their courses. The two primary purposes of this book are to present a motivation model that can be used to design instruction and to provide practical motivation strategies and examples that can be used to motivate students to engage in learning. Based on decades of research, Dr. Brett Jones presents a framework to organize teaching strategies that motivate students. All of the strategies presented are followed by several examples, which provide readers with about 150 ideas for how the strategies can be implemented in courses. This book will be useful to graduate students and beginning professors, as well as professors who are more experienced and want to refine their instruction or try new strategies. It is helpful to know who is using this free PDF version of the book. Please take a minute to complete a brief informational survey at https://bit.ly/interest-motivatingstudents. How to access this book
    This text is available as a whole book in PDF at https://hdl.handle.net/10919/102728. A print-on-demand version is also available via Amazon ISBN (print): 978-1-981497-01-0
    ISBN (PDF): 978-1-949373-50-9
    Stable URL: http://hdl.handle.net/10919/102728 For more information, please visit: https://www.theMUSICmodel.com and YouTube @brettdjones https://www.youtube.com/c/brettdjones. Table of contents
    Frontmatter: Copyright/license, Contents, More Information, Acknowledgments, Dedication, New to the Second Edition
    Chapter 1: Introduction
    Chapter 2: Understanding Motivation and the MUSIC Model of Motivation
    Chapter 3: Designing Instruction Using the MUSIC Model of Motivation
    Chapter 4: Strategies to eMpower Students
    Chapter 5: Strategies to Leverage Usefulness
    Chapter 6: Strategies to Support Success
    Chapter 7: Strategies to Trigger Interest
    Chapter 8: Strategies to Foster Caring
    Chapter 9: The MUSIC Model of Motivation Theory and Research
    Backmatter: Afterward, References, Appendices, and About the Author Suggested citation
    Jones, B. D. (2018). Motivating students by design: Practical strategies for professors (2nd ed.). Charleston, SC: CreateSpace. http://hdl.handle.net/10919/102728 License
    This work is released under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License https://creativecommons.org/licenses/by-nc-nd/4.0 (CC BY NC ND).
    Anyone is free to share and redistribute the material in any medium or format under the following terms: - Attribution - You must give appropriate credit including the name of the author, copyright notice, URL to the work, and name and link to the CC BY NC ND 4.0 license. - NonCommercial - You may not use the material for commercial purposes. - NoDerivatives - If you remix, transform, or build upon the material, you may not distribute the modified material. - No additional restrictions - You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits. Legal code for CC BY NC ND license: https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode
    For additional permissions, write to Brett D. Jones at brettdjones@gmail.com.
    MUSIC® is a Registered Trademark of Brett D. Jones and is not subject to the CC BY NC ND 4.0 license under which this book is released. About the author
    Brett D. Jones is a full Professor of Educational Psychology in the School of Education at Virginia Tech. He has held faculty positions as an educational psychologist at Duke University, the University of South Florida St. Petersburg (USFSP), and Virginia Tech (VT). He has taught 24 different types of courses related to motivation, cognition, and teaching strategies, and has conducted workshops and invited presentations at several universities. His teaching awards include the Teaching Excellence Award for the College of Education at USFSP (2003), the university-wide Undergraduate Teaching Award at USFSP (2003-2004), the Favorite Faculty award (2007) at VT, the Teacher of the Week award (2013) at VT, and the Scholarship of Teaching and Learning Award (2016) at VT. His research, which includes examining instructional methods that support students’ motivation and learning, has led to more than 100 refereed journal articles, 150 research presentations, several book chapters, and three books. He has received three grants from the National Science Foundation for a total of over $2 million to conduct his research. He received the VT College of Liberal Arts and Human Sciences Excellence in Research and Creative Scholarship Award in 2011 and 2019.
  • 3D for STEM
    Obilade, Titilola T. (2017-03-07)
    In this site, you will find four lesson plans that have incorporated 3D printing. The lessons were from Geometry, Ecology, Earth Science and Chemistry. In Geometry, inverted cones were printed. A wind turbine was printed for Ecology, the solar system was printed for Earth Science and tyrosine was printed for Chemistry. Tinkercad software was used to create three of the designs (the inverted cones, the wind turbine and the solar system) apart from tyrosine. The stl files for the amino acid was from the public domain. The stl file used to print the Sierpinski triangle on this welcome page was also from the public domain.
  • Situated Learning as a Constructivist Learning Theory
    Obilade, Titilola T. (Virginia Tech, 2012-11-30)
    The students are undergraduate students from different continents and have contrasting interpretations of plagiarism. They have similarities in that they are all taking the class on plagiarism. They would need computers with internet connections. The learners are all students of journalism at Virginia Tech. However, they all have knowledge of vocabulary that is common to Virginia Tech. Words like hokie and hokie passport are peculiar to Virginia Tech. In the online class, they are all speaking their thoughts out loud through their reflections, the comments and feedbacks from the instructor and fellow students. They are familiar with the use of Scholar, the log-in process and the use of the hokie passport. They are given four case studies to analyze. In this way, their cognition is continuous through the use of repeated scenarios of plagiarism.