This session is focused on community-focused learning design that rethinks student interaction being limited to constrained, assignment-based situations. Attendees will leave with new ideas to deepen student interaction and use cases to consider inside the classroom and throughout the learning lifecycle. This session will reference motivational and gameful learning concepts explored in a forthcoming chapter by Shaunak Roy (presenting) and Brian Verdine, Ph.D. (in press) entitled “Hybrid Learning Across Time and Space” with an emphasis on how the theories tie to student belonging within online and hybrid courses. The session will explore case studies from Wesley Boyce’s application of the theories resulting in increased belonging within his remote supply chain courses. By effectively incorporating concepts from Self-Determination Theory and its principles of autonomy, competence, and relatedness into a course, learners will increase their intrinsic motivation. All students have their own factors that motivate them to try in a course, from grades to a genuine interest in the course topic, but implementing these three aspects of Self-Determination Theory in courses can spark intrinsic motivation within students - and often even the instructor.
