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Flow Learning Design: Autonomous Knowledge Exploration The feeling of “Flow” — forgetting time — while exploring online media is common: As online instructor & instructional designer I want to encourage Flow in my students as they interact with my online learning materials. Inspired by research on student motivation and autonomous learners, I developed learning activities allowing students to choose learning paths with increasing freedom, while emphasizing core disciplinary skills and student learning outcomes. In an online social history course, I emphasized high interest topics such as the devastating effects of the Black Plague, and how sugar, coffee, and syphilis changed Europe. To understand these topics, students have to explore related, less scintillating, topics. For each topic students read an overview with links to clearly marked primary sources, scholarly secondary sources, and curated-for-quality popular secondary sources. Students then engaged in online discussions about their interests and further questions, citing information learned from each source type.
Las Vegas (Nev.)
UNLV Office of Faculty Affairs
Education | Higher Education | Scholarship of Teaching and Learning
Houy, Yvonne, "Motivating Autonomous Knowledge Exploration" (2020). UNLV Best Teaching Practices Expo. 100.