Instructional design and motivation wanting to learn

COSC 4126 ID and motivation Situated knowledge  context is part of meaning and knowledge language and vocabulary – jargon, slang supported knowledge – recognizing faces in unfamiliar settings  implication transfer between school and real world is a factor in effectiveness of formal learning

COSC 4126 ID and motivation Situated learning  make context of learning as ‘real’ as possible provides relevant transferable support  collaboration, goal-directed activities reduces effect of school culture  marks, testing  can games do this?

COSC 4126 ID and motivation Instructional design  Structuring content to be learned  Planning how to present support practice evaluate the content  Situated design aims to make experience as ‘real’ as possible

COSC 4126 ID and motivation ID based on epitome and elaboration  epitome is a complete and simple model of learning to come enough for peripheral participation meaningful, contextualizes learning  elaboration matches increasing situated participation

COSC 4126 ID and motivation ID – content structure  kinds of structure (Wilson 1986) taxonomies procedures models

COSC 4126 ID and motivation Taxonomies  hierarchical structures - trees - of concepts or types java class hierarchy biological classification  interconnected hierarchies can be tabulations or lattices ‘multiple inheritance’

COSC 4126 ID and motivation Procedures  types of procedure organized in a hierarchy (e.g. Rubik’s cube example)  procedure as sequence of steps or decision tables – epitome has few steps … aid choking victim aid standing / sitting victim aid victim lying down aid infant or small child

COSC 4126 ID and motivation Procedures – sequence of steps 1.stand behind victim 2.wrap arms around waist 3.place thumb and fist against abdomen, palm down 4.exert quick upward thrust 5.repeat four times if necessary aid standing / sitting victim

COSC 4126 ID and motivation Models  attempt to capture relations among concepts in some form (causal, spatial, temporal)  decide a primary kind of relation to represent cross section of a tree Ohm’s law: current = potential difference / resistance

COSC 4126 ID and motivation Models - form  spatial diagrams  sequences  formulas, theories

COSC 4126 ID and motivation Epitome and Elaborations  based on the content structure  epitome: where to start? based on  the content – simplicity, completeness,…  the context – background, interest, goals, relevance  elaboration: how to proceed based on  the content – prerequisites  the context – participation, goals

COSC 4126 ID and motivation Educational view of motivation:  performance = ability plus effort ability determines potential performance effort determines actual achievement  motivation determines effort  motivation is a function of learner content context presentation

COSC 4126 ID and motivation Motivation – learner factors  learner motivation motives  beliefs  attitudes  needs  arousal  curiosity expectancy  expectancy of others  locus of control  learned helplessness

COSC 4126 ID and motivation Motivation – content factors  content motivation relevance familiarity/meaning

COSC 4126 ID and motivation Motivation – context factors  context motivation validation of content support distraction

COSC 4126 ID and motivation Motivation – presentation factors  presentation motivation stimulation of motivation  relevance  curiosity  perceptions  expectancy maintenance of motivation  feedback  success  reward / penalty – intrinsic  reward / penalty - extrinsic

COSC 4126 ID and motivation Keller’s model of motivation effortperformanceconsequences person inputs environ- ment inputs motives expectancy motivational design and management learning design and management contingency design and management abilities, skills and knowledge cognitive evaluation, equity

COSC 4126 ID and motivation Motivation and games learner motivation  motives beliefs attitudes needs arousal curiosity  expectancy expectancy of others locus of control learned helplessness content motivation  relevance  familiarity/meaning context motivation  validation of content  support  distraction presentation motivation  stimulation of motivation relevance curiosity perceptions expectancy  maintenance of motivation feedback success reward / penalty – intrinsic reward / penalty - extrinsic

COSC 4126 ID and motivation Keller’s model and games effortperformanceconsequences person inputs environ- ment inputs motives expectancy motivational design and management learning design and management contingency design and management abilities, skills and knowledge cognitive evaluation, equity