Passion Leads to Learning

“Look back into your own learning history and describe the environment of your best learning experiences. Next, analyze the learning environment you create everyday in your classroom. And, finally, think about how modern digital communication technology could help bridge any gaps between those two learning environments.” Richard Hum

Here is one man’s view of how to bridge those gaps:
Richard Hum, co-founder of Kigluait Adventures, says,

Hum’s premise is to use topic areas as hooks to motivate students and then to guide that self-motivation into specific academic subjects and the content standards related to them. He bases his premise on the assumption that the best learning is self-motivated. And, that the best teachers are guides that excite us to learn through our own and others’ passions.

Hum’s personal experience is supported by educational research. “Intrinsic motivation arises from a desire to learn a topic due to its inherent interests, for self-fulfillment, enjoyment and to achieve a mastery of the subject.” On the Cutting Edge—Professional Development for Geoscience Faculty

“While any kind of motivation seems preferable to none, there is compelling evidence that students who are more intrinsically than extrinsically motivated fare better.” (Brooks et al., 1998; Lumsden, 1994).

Richard says,

The Concept
A content provider himself, Hum encourages collaborations between content providers and classroom teachers that go beyond the one time virtual fieldtrip model.

He believes that

The opportunities to tap into a topic that motivates students are endless. On www.cilc.org alone, there are over 170 providers who offer expertise in an even greater number of topics.

Richard says,

Here’s how it could work:

• First, teachers search databases, such as www.cilc.org, to find topics available from content providers to motivate their students.
• Second, teachers contact providers to ensure that they are flexible enough to adapt their event to the content standards needed.
• Next, teachers visit the databank to learn how other educators have used and adapted that topic to meet their content standard needs.
• Finally, teachers post their own adaptations to the data bank.

Hum states,

• “Clearly, working together is the way to achieve the best results.
• Content Standards play the role of determining learning objectives.
• The topic provides a strong hook to get students excited about what they are going to learn and provides a real-world connection.
• Modern communication technologies (H.323 videoconferencing, Skype, web-based social networks, etc,) provide an opportunity to increase the “real-world” portion of the project, vastly enriching teacher resources for developing a learning plan.”

From Concept to Reality
Kigluait Educational Adventures developed two main curriculum "modules."

• The "Virtual Sled Dog Race," organized each spring
• "The Cultural Map," created for the remote, Bush-Alaska School District of Bering Straits.

Each piece of curriculum was designed to address identified needs in specific content areas and based on passion. The Virtual Sled Dog Race was Kigluait’s personal passion and the Cultural Map, determined by a district-wide student body survey, was the school’s passion.

According to Richard, each curriculum uses single and multiple videoconferencing events to hook students into the topic and then relies on ever evolving Web 2.0 tools to build on the energy of those events. Continued communication between students, teachers, and content provider, as well as the integration of a central clearing house of resources is vital.

In addition, the “Mushing” videoconferencing series was developed to enable teachers to have a complete and whole experience by participating in a single event OR to partake of the entire series, building a bigger unit around mushing.

In a Nutshell
This Best Practice model involves

1. General curriculum development which
• starts with 3 components:
• Teacher-led pre-activity(ies)
• A ‘live videoconferencing’ with the content provider
• Teacher-led post-activity(ies)
• ensures that each videoconferencing event is a “stand alone.” (pre and post activities are not involved).
• builds a ‘Web 2.0 Course’ to support the program.
• Utilizes a number of web-based technologies
• Provides a platform for teachers to build larger classroom units/curriculum
• Enables collaboration between
• content providers and teachers
• teachers and teachers.
2. An open line of communication to:
• engage individual teachers right from the beginning.
• enable the teacher and the content provider to understand classroom goals.
• ensure the adaptability and flexibility needed to meet those goals.

Resulting Benefits
This model allows:

• more than one academic content area and its specific standards to be addressed simultaneously.
• room to structure learning to address multiple learning styles.
• a more holistic learning experience which more closely mimics the natural learning process.

What Next?
Richard concludes,

So, what are you waiting for? Make it happen: engage a content provider who has a passion for something that will really motivate or hook your students. Perhaps the providers are already three steps ahead of you. Perhaps the one you choose is just waiting for your call!

Thank you
CILC thanks Richard Hum for his passion and insight into moving from a one time virtual fieldtrip to a more in-depth, collaborative learning experience.

Contact Information
Richard Hum
Christina Hum
907-733-4412
Kigluait Adventures

Find more research related to intrinsic motivation here.