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ETC Module1


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ETC Module1

  1. 1. A ttention R elevance C onfidence S atisfaction This model was designed to incorporate strategies that would motivate and engage learners. Learners will want to learn knowing there is a purpose and relevance for what is being taught.
  2. 2. What will motivate me to learn? What will catch my attention? How can I relate? Will I be satisfied with the outcome?
  3. 3. Elizabeth Queen How does ARC compare to the four fundamental components suggested by Morrison, Ross, Kalman and Kemp (2013).
  4. 4. ARCS VS Traditional ID Objective: The learner will be... ● ● willing to learn & participate. able to find relevance through experience. ● able to define instructional problem analysis. ● ● learning through all the components of instructional objectives. integrate new information and ideas. ● ● ● sequencing of instructional methods. putting everything together. systematic procedure. ● ● ● completing the learner analysis. identifying the formative evaluation. mechanistic planning method. Learners: The learner will be... ● ● learning through environmental factors. learner from their characteristics. Methods: The task will be learned by... ● ● the interest and connection the learner makes to the learning. integrating motivational and instructional strategies. Evaluation: The learning will be determined by... ● ● developing materials to effectively integrate motivation. providing developmental tests
  5. 5. Challenge and Benefit The model I located could benefit those learners that are open minded with a positive perspective. The desire to learn and find a purpose for wanting to learn will encourage self-motivation. Participation of activities is easier with the comfort of personal experiences. The challenge I see, is the learner not willing to buy into having a personal relevance to certain situations. If the learners’ needs are different they must be convinced of the different learning variables. If the learner does not expect to succeed, they will not put in time or effort into the task.
  6. 6. Pros & Cons ARCS Instructional Design gain and sustain attention select appropriate strategies “I want to do something” “I have to do something.” participate for longer periods if meaningful inadequate attention to motivate self-determinationand maintaing student interst reinforcement
  7. 7. Why could this model be appropriate for webbased instruction? Self-discipline and motivation are highly needed for online courses. Many learners join online communities because they share a common interest. Online courses that interest learners encourage internal motivation, where learners will want to be involved in their accomplishments. Self-motivation provides learners with the ability to increase their confidence and be persistent with their classes. Applying this model provides suggestions for integrating motivational strategies that will be effective and engaging. Learners’ personal experiences with meaningful examples will keep learning interesting and efficient. Wanting to learn creates a better atmosphere for learning, as opposed to eing forced to learn, especially a content that does not interest or have relevance to the learner. Learning a foreign language can be difficult in itself but it has been my experience that learners will take on a more active role in learning and partricipating if they are familiar with the culture or language and can find relation to the content at hand.
  8. 8. References Cheng, Y.-C., & Yeh, H.-T. (2009). From concepts of motivation to its application in instructional design: Reconsidering motivation from an instructional design perspective. British Journal of Educational Technology, 597-605. Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Introduction to the Instructional Design Process. In G. R. Morrison, S. M. Ross, H. K. Kalman, & J. E. Kemp, Designing Effective Instruction (pp. 1-25). Hoboken: John Wiley & Sons, Inc.