The conditions of intrinsic learner motivation

I have a new question:

What are the conditions that support the development of intrinsic learner motivation?

As I have pondered more about intrinsic learner motivation, I have realized that it evolves. What I mean is that learner motivation can be absent and then it can develop within the learner. I want to understand the conditions and the operational principles associated with the development of intrinsic learner motivation. By understanding the conditions and principles, it will enable designers and teachers to develop more effective instruction aimed at not only content delivery, but also the development of intrinsic motivation to learn beyond the classroom experience.

I feel that motivation to learn is the factor that opens doors to learning that are not yet available to a learner. A learner who is intrinsically motivated to learn opens his or her own doors and creates opportunities independently of learning professionals (ie teachers). I do not mean to say that we should replace teachers, but the implication is that the role of the teacher would need to be fundamentally altered if students came to class motivated to learn the content. For example, instead of being a content expert, the teacher would need to shift into a mentoring role, assisting students to sort through information, make sense of it, evaluate it, and organize it into a coherent framework of knowledge. We would also need to restructure how "learning objectives" (which are really instructional objectives) are determined since students would likely be motivated to pursue a knowledge of the content in different ways and to varying degrees.

These are serious implications and require further study and analysis.