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Creating Engaging eLearning Experiences
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Creating Engaging eLearning Experiences

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My eLearning team delivered an afternoon workshop on creating engaging eLearning experiences. This PowerPoint provided a theoretical lens for the workshop. We built on this theory to deliver three …

My eLearning team delivered an afternoon workshop on creating engaging eLearning experiences. This PowerPoint provided a theoretical lens for the workshop. We built on this theory to deliver three more parts to the workshop: the Learning Management System, Cloud Services and Tablet Devices.

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  • Beautiful presentation, and very compelling material.
    Thank you, Iain.

    Dare I share one practical way to implement aspects of ARCS? One professor suggested reviewing the ARCS model before creating a video introduction to a course. A video that introduces course activities and an instructor's expectations can help students in selecting courses.
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  • Great I'm glad that you found it useful. I think the straightforward ARCS model provides a useful way to think about student engagement. Kind Regards, Iain.
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  • Excellent material. Thanks Iain. I have shared it with my students and I will try out some of the tactics you have listed.
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  • 1. Creating Engaging eLearning ExperiencesDr Iain DohertyDirector, eLearning Pedagogical Support UnitCentre for the Enhancement of Teaching and Learning13th April 2013 The University of Hong Kong
  • 2. eLearning Pedagogical Support Unit (EPSU) Dr Iain Dr Cecilia Chan http://epsu.cetl.hku.hk Doherty Director Assistant Professor Mr Darren Mr Nicky Ms Jo Wong Harbutt Ng MultimediaInstructional Instructional Development Designer Designer Officer
  • 3. How canlearningexperiences be Engaging
  • 4. Colloquially we mean thatstudents areattentive, active, involvedand committed to theirlearning.
  • 5. BUT…
  • 6. a colloquial understandingof engagement does notprovide the basis for aconceptual understandingthat will allow us todevelop engaging learningexperiences for students.
  • 7. What isCommunity of Inquiry
  • 8. The community of inquirymodel – initially outlined byGarrison, Anderson and Archer(Garrison, Anderson, &Archer, 2001) – conceives ofworthwhile educationalexperiences as located within acommunity of inquiry that iscomposed of students andteachers.
  • 9. Within this community students can be cognitively present, and socially presentCognitive presence is defined in terms of the Social presence is defined in terms of theextent to which students are able to construct extent to which students present themselvesmeaning through sustained communication as “real” people in the community of inquiry
  • 10. The third form of presence is teaching presence. The teacher is typically present through the design of the learning experience and through facilitating learning. It is effective pedagogical practices that engage as well as motivate students in their learning. We can therefore think of teaching presence as necessary for engaging and motivating students.This seems true per se for all but the most self- motivated students
  • 11. Changing the Way that Teachers Think"Even when they use e-learning productsand devices, most faculty still teach as theywere taught - that is, they stand in the frontof a classroom providing lectures intendedto supply the basic knowledge the studentsneed. Hence, we see the success of coursemanagement systems and PowerPoint -software packages that focus on thedistribution of materials rather than onteaching itself… E-learning will becomepervasive only when faculty change howthey teach - not before".- Zemsky &Massy, 2004
  • 12. How toEngage and Motivate students
  • 13. ARCS Theories of motivation have been used to develop a model for creating engaging and Model motivational eLearning experiences - Keller & Suzuki, 2004Gaining learner AttentionEstablishing the Relevance of the instruction to learner goals and learning stylesBuilding Confidence with regard to realistic expectations and personalresponsibility for outcomesMaking the instruction Satisfying by managing learners’ intrinsic and extrinsicoutcomes
  • 14. Use various tactics suchasanimations, graphics, audio, video or an eventthat introducesincongruity / conflict Arouse curiosity by introducing mystery, unresolvedSustain interest problems andthrough techniques tovariations in the stimulate enquirylearningenvironment
  • 15. ARCS Theories of motivation have been used to develop a model for creating engaging and Model motivational eLearning experiences - Keller & Suzuki, 2004Gaining learner AttentionEstablishing the Relevance of the instruction to learner goals and learning stylesBuilding Confidence with regard to realistic expectations and personalresponsibility for outcomesMaking the instruction Satisfying by managing learners’ intrinsic and extrinsicoutcomes
  • 16. Learners need to perceive theinstructional requirements to beconsistent with theirgoals, compatible with theirlearningstyles and connected to their pastexperiencesIdeally the learner will experienceintrinsic goal motivation i.e. thegoals are personally interesting andfreely chosen
  • 17. ARCS Theories of motivation have been used to develop a model for creating engaging and Model motivational eLearning experiences - Keller & Suzuki, 2004Gaining learner AttentionEstablishing the Relevance of the instruction to learner goals and learning stylesBuilding Confidence with regard to realistic expectations and personalresponsibility for outcomesMaking the instruction Satisfying by managing learners’ intrinsic and extrinsicoutcomes
  • 18. Help students to expect success and toexperience success under conditionsin which they attribute the success totheir own abilities or efforts This can be achieved through e.g. bringing students to see that they have the capacity to achieve and that the means to achieve are at their disposal
  • 19. ARCS Theories of motivation have been used to develop a model for creating engaging and Model motivational eLearning experiences - Keller & Suzuki, 2004Gaining learner AttentionEstablishing the Relevance of the instruction to learner goals and learning stylesBuilding Confidence with regard to realistic expectations and personalresponsibility for outcomesMaking the instruction Satisfying by managing learners’ intrinsic and extrinsicoutcomes
  • 20. This requires providing extrinsic rewards but these rewards must not impact negatively on the students intrinsic motivationIntrinsic motivation can bemaintained by giving studentsopportunities to apply whatthey have learned along withself awareness of achievement Extrinsic could be grades, progression
  • 21. For the workshop today try to keep in mindthe four components of the ARCS model: Attention Relevance Satisfaction If we can realize the ARCS model in practice then students should be cognitively present and socially Confidence present i.e. fully engaged. ARCS Model
  • 22. references:Clark, D. (2002). Psychological Myths in e-learning. Medical Teacher, 24(6), 598–604.doi:10.1080/0142159021000063916Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical Inquiry in a Text-Based Environment: ComputerConferencing in Higher Education. The Internet and Higher Education, 2(2-3), 87–105. doi:10.1016/S1096-7516(00)00016-6Keller, J., & Suzuki, K. (2004). Learner Motivation and E-learning Design: A Multinationally Validated Process.Journal of Educational Media, 29(3), 229–239. doi:10.1080/1358165042000283084
  • 23. Next to ComeEngaging eLearning using a Learning Management System (Mr Darren Harbutt) Thank you!