Design Reports Due date: October 24th, Monday

Motivation & the Design of Instruction

What is motivation?

a motive, inducement, or incentive to take some action how do we recognize motivation (or lack of)? what is the responsibility of good instruction…to create…to increase… or to prevent reducing what already exists?

Role of motivation Motivation Knowledge/ Skills Opportunity Performance Internal Environmental Keller, J.M. (1999). Motivational Systems. In Handbook of Human Performance Technology. Eds. H. Stolovitch & E.J.Keeps.

Internal or Environmental Motivation?

Thought activity ?

In the past, I have been motivated to learn/perform when: I / my instructor / my environment / ? … ?

Thought activity #2 In the past, I have been DE-motivated to learn/perform when: I / my instructor / my environment / ? … ?

Motivation Theories Malone’s Theory Curiosity Challenge Control Fantasy Keller’s Theory ARCS

The ARCS Model (Keller, 1987) >> Attention >> Relevance >> Confidence >> Satisfaction (1987)

Attention Humans need stimulation and variety Gaining AND sustaining Subcategory Perceptual arousal > Inquiry arousal > Variety > Tactic  Novelty, anecdotes  Questions, paradox  Analogies, concrete examples A RCS Especially very critical if you work with children

Relevance “Why do I need to learn this?” Competition or Cooperation Subcategory Goal orientation > Motive/value matching > Familiarity (Real life) > Tactic Stress utility of instruction Multiple teaching strategies Analogies, concrete ex. A R CS

Confidence/Control People want to feel competent, in control Success alone ≠ confidence Subcategory Performance requirements > Success opportunities > Personal control > Tactic Criteria for success Frequent and varied… Decision-making AR C S

Satisfaction Desire to feel good about yourself and your accomplishments Intrinsic and extrinsic opportunities Subcategory Natural consequences > Positive consequences > Equity > Tactic Have them use new skills Praise & + feedback Authentic, fair testing ARC S

Some basic concepts 1. People’s motivation can be influenced by external events. 2. Motivation of performance is a means, not an end. 3. Systematic design can predictably and measurably influence motivation. Keller, J.M. (1999). Motivational Systems. In Handbook of Human Performance Technology. Eds. H. Stolovitch & E.J.Keeps.

Designer’s challenge 1. “How is the learning valuable and stimulating to my students? (ARcs) 2. “How can I (via instruction) help students succeed and allow them to control their outcomes?” (arCS) Keller, J.M. (1987). Strategies for Stimulating the Motivation to Learn. Performance & Instruction.

Designer’s challenge 3. To determine your learners’ initial motivation for your training/instruction 4. Decide which is most critical… Motivating your learners? Not DEMOTIVATING your learners?

Remember… “It is better to struggle with a stallion when the problem is how to hold it back, than to urge on a bull which refuses to budge.” General Moshe Dayan

Design Reports Executive Summary Description of the instruction Setting / Context Major components  Motivation components of the instruction  Feedback components of the instruction  Assessment components of the instruction  Sequencing the instruction (Match with Inst.St.)

Design Reports Visual Design Sketches Learning Objects and Interconnections Development process supporting the instructional approach Expected maintenance and distribution requirements References

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