When it's online you don't need to show up at a certain time.
So that particular motivating factor isn't there.
It's more of instilling more of that intrinsic motivation and
having the students know okay they need to be posting online,
maybe it's through some participation marks at the onset or
something, but it's really that time commitment.
Because if you aren't, and you might be finding this in the MOOC as well,
if you haven't gone in say for two days, three days or
maybe you're just starting to explore the MOOC now as we're getting into week two.
It could be very overwhelming when you go in and say, wow,
there's so many discussion posts already, how am I even go in and start engaging?
I reply to one person, next hour somebody else has already responded.
>> Yeah.
>> It's really trying to stay on top of it all.
>> And, sorry I'm jumping up and down,
because it's something I want to say with that.
>> [LAUGH] Sorry. >> Someone in one of the other threads,
and I can't remember which one.
But they said, okay, that's fine for people who have students who are there,
and they're being assessed.
So there is a motivator there that they're accountable.
What happens when they're not?
So if I'm doing a training program or if it's a younger student,
that sort of thing.
And I think that's a really good point, because it's about doing
okay if students aren't doing this why am I trying to make them do it?
So it's about coming back and reassessing your desire, you curriculum and
going is this really relevant?
>> Exactly.
>> Is it going to actually help them more?
Am I just asking them to keep going through all this stuff?
That you have to do, and that's their motivation.
They want to come out the other end with the end result.
And then you stick this thing on top of it that is not providing them that
direct benefit.
So we talk a lot about constructive alignment,
and that sort of thing throughout the different modules.
So it is really taking the time to step back and go am I doing this in a way which
will directly help my students engage in this and get something out of it.
I think that's really important as well.
>> No definitely.
And also making it clear to the students why it is useful for
them, and why it is important for them.
And if you can't answer that question then maybe it's not.
>> And I think we need a third one.
>> We need a third challenge.
>> Mine might be the technology, I think, obviously we can't ignore that.
>> No, we can't.
>> So this course, this particular MOOC, focuses mostly on
understanding learning design and teaching practice in this space.
>> That's right.
But we can't ignore the technology, because if you can't use the tools well
yourself, you're not going to actually be able to plan well with it.
But what we're suggesting that people do is really look at their local networks.
The local, their colleagues, whatever support mechanisms you have around you,
to make sure that what you're going to try for the first time,
is something you can supported with.
So, the technology will always change.
It will always update.
It's going to be out of date before you finish learning it.
So, get the principles right first, but make sure you've got someone who can help
with the tech and that will actually follow.
And that comes right back to