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This document discusses motivational design and the ARCS model of motivation. It provides an overview of the ARCS model which stands for Attention, Relevance, Confidence, and Satisfaction. The document outlines the four categories of the ARCS model and the steps in the ARCS motivational design process. It also discusses applying the ARCS model and other motivational design principles to instructional design.
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Sequence One focuses on collaborative learning and has students work in groups on a multimedia project. They discuss skills needed, plan and evaluate the project, and work collaboratively over several weeks to complete it.
Sequence Two focuses on more complex learning involving 3D modeling. Students are given an ill-defined task and must find their own answers through guided discovery and collaboration. They create a project specification and presentation without step-by-step instructions. Both sequences aim to engage students in higher-order thinking through complex, open-ended tasks.
Navigating the Changing World of Adult Learning
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The adult learner is becoming more paradoxical. He/she is becoming more technologically dependent, yet more ubiquitous, searching for equilibrium, yet looking for applicative answers to real world questions, attending courses with the intention of learning, yet desperately in need of being inspired. The world of learning theory has been addressing these issues, but bringing it altogether is the difficult part. So how does one create a learning environment for the 21st century ubiquitous, technology savvy learner who is desperate to be inspire and inspire others? Instructional Design Scholar, author and award winning educator, T M “Tim” Stafford will help unwrap this learning “trilemma” and help create an understanding of the evolution of learning, an understanding of epistemology and how to move towards transformative practice. This fun and engaging time together will inspire you to embrace the shifts in paradigm for the new breed of learner and a new level of instructional design.
Instructional Design Training.ppt
The document provides an overview of instructional design including definitions, history, theories, models, and processes. It defines instructional design as the systematic development of instruction through analysis of learning needs, goals, delivery methods, and evaluation. The ADDIE model of analysis, design, development, implementation, and evaluation is described as a common instructional design process. Learning theories including behaviorism, cognitivism, and constructivism and their implications for instructional design are also summarized.
Instructional Design Presentation For Thunder Training 2009
The document discusses instructional design (ID) for distance learning. It presents the CORE ID framework for online instruction, which includes criterion referencing and strategic planning, organizing content and delivery, and requiring learner participation and evaluating processes and outcomes. Key instructional design models and learning theories that inform the framework are also summarized, including Gagne's nine events of instruction, Bloom's taxonomy, Bruner's constructivism, Bandura's social learning theory, and Vygotsky's zone of proximal development.
Student-centred KM strategies
This document discusses a teaching experiment conducted by Dr. Steve Cayzer at the University of Bath where students on an MSc program in Innovation & Technology Management were tasked with formulating a knowledge management (KM) strategy for themselves. The students went through a workshop where they discussed KM concepts and developed strategies around people, processes, and technologies. Some groups focused more on technologies while others emphasized processes. The experiment provided lessons for the students about KM and helped increase their awareness and appreciation of KM, though not all groups were fully able to implement their strategies as intended. The teaching experiment provided insights into how students engage with KM topics and could potentially enhance student learning and curriculum development.
Definitions and history
The document provides an overview of the definitions, history, and components of instructional design. It discusses how instructional design has been defined in various ways that focus on systematic application of strategies, needs analysis, and use of technology. The history outlines how instructional design has evolved from early uses of lantern projectors and films to incorporate computers, learning theories, and models. It notes key influences like Dewey, Skinner, Gagne and how the field has shifted from behaviorism to constructivism. The document concludes by noting current areas like performance technologies, digital literacies and how instructional designers now work across various domains.
6-Instructional Design OK.pptx
Instructional Strategy
We can divide models of instructional design broadly into two categories
MARCO: Models which concern themselves with the design and planning of an entire module or programme
MICRO: Models which concern themselves with the design and planning of an individual lecture or teaching session
Integrating Technology, Higher-Order Thinking, and Student-Centered Learning
This workshop aims to help participants learn how to integrate technology into student-centered learning activities that promote higher-order thinking skills. Participants will explore free web-based tools and learn how to design project-based learning activities that support differentiated instruction. The workshop will cover topics like 21st century skills, essential questions, complex thinking strategies, and authentic assessment and will provide examples of how to enrich lesson plans to engage digital native students.
Blended Learning, Day 2, Riyadh
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
Motivation
Motivation is important for instructional design. Two major models for integrating motivation are Keller's ARCS model and Wlodkowski's time-continuum model. ARCS involves analyzing learner motivation and prescribing tactics. The time-continuum model prescribes tactic types at different instructional stages. Future trends include adaptive games that assess learner motivation and tailor support. Project-based learning engages motivation by making tasks authentic. Motivation research also analyzes how emotions like fear and pleasure impact learning. Instructional designers must understand motivation concepts and apply systematic processes to address learner motivation.
Mathematics
The document discusses Understanding by Design (UBD), a framework for designing curriculum and assessments. Some key points:
- UBD is based on backwards design - starting with the desired results and assessing if they were achieved before planning lessons.
- It focuses on developing students' deep understanding of key concepts and enduring understandings, rather than superficial coverage of content.
- Lessons and units are designed around essential questions to spark inquiry into big ideas.
- The framework emphasizes designing authentic performance tasks to assess if students achieved the desired understandings and skills.
- A template is provided to guide planning units using UBD in three stages: 1) identifying desired results, 2) determining acceptable evidence, and
Ischoolwebboard 1
The document provides an overview of a 5-day teacher training workshop on implementing e-learning. It discusses instructional design principles and models, e-learning modalities, open source software, building an online learning platform, and evaluating online content. The objectives are to define common terms and processes for e-learning, build understanding of instructional design, and guide teachers in designing an online course web board and publishing web pages.
6 instructional design
The document provides an overview of various instructional design models, including both macro and micro models. It discusses Bloom's Taxonomy, the ADDIE model, ASSURE model, Dick and Carey model, ICARE model, Tripp and Bichelmeyer model, Gagne's Nine Events of Instruction, Reigeluth's Elaboration Theory, Component Display Theory, and examples of active learning techniques. The models range from those that focus on the design of an entire course to those that focus on designing individual lessons or teaching sessions.
Course Portfolio
Kayla Smith completed a Master's course on evaluation of information access and delivery. As part of the course, she examined research on distance education and completed assignments exploring course design principles and evaluating learning management systems. Her major project involved collaborating with others to design an online course on integrating iPads into K-5 classrooms based on Bloom's taxonomy. Through these activities, Kayla gained knowledge about distance education research, best practices for online course design, and skills in implementing an online course using course tools.
Michelle Hathaway Mastery Timeline
This document provides Michelle Hathaway's mastery journal timeline of her coursework and goals in pursuing a career in instructional design. It outlines the goals and strategies for each course in her masters program, including strategies like reading articles and books, finding mentors, researching leaders in the field, and joining professional organizations. The timeline shows her progression through the program and goals to find internships, network, and eventually achieve her career goal of working in instructional design.
Dick & carey instructional design model sabri elamin
This paper will briefly describe and critique the purpose and what instructional models are followed by process of three selected models: (1) The Dick & Carey Model (2) Kemp Model (3) 3 PD Model. The process description and critique for each model will serve as the foundation and supporting points required for comparison and contrasting process of the models.
Teaching of Computer Science in Schools
Computer Science is an interesting subject which helps students to develop their problem solving and computational thinking skills. The problem solving and algorithmic nature of computer science also promotes students’ creativity and innovation. However, teaching of computer science is different from other science subjects and requires special pedagogical skills. This presentation covers these aspects.
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M phil hse mirta
- 1. M. Phil HSE II e-Learning Module 2010 M. Garcia-Jardón St. 15814505
- 2. According to Wikipedia: “e” = exciting, enthusiastic According to myself, I dare to say “e” stand also for “electronic” way of learning – and teaching.
- 3. Distribution ( Behaviorism ): Ways of interaction between students & educators E-Mail SMS Websites (Blackboard) You Tube Blog
- 4. Interaction (Cognitivism): Blogs Google groups
- 5. Collaboration (Constructivism): Blogs Google docs Google groups
- 6. Component Display Theory (M.D. Merrill) at: http:// tip.psychology.org/merrill.html
- 8. What is Motivational Design? What is meant by motivational design? What are some of the motivational concepts and theories that have a motivational design component? What is the ARCS Model? What are its overall characteristics? Is it a theory or just a model? What Are the Elements of Learner Motivation? The acronym ARCS stands for Attention, Relevance, Confidence, and Satisfaction. What are the specific properties of each category? What is the ARCS Motivational Design Process What are the steps and key issues in the ARCS design process? To what kinds of problems can you apply it? Motivational design by J. Keller
- 10. Table 1 ARCS Categories S1 Intrinsic reinforcement S2 Extrinsic rewards S3 Equity C1 Learning requirements C2 Success opportunities C3 Personal control R1 Goal orientation R2 Motive matching R3 Familiarity A1 Perceptual arousal A2 Inquiry arousal A3 Variability Satisfaction Confidence Relevance Attention
- 12. ARCS Design Process A systematic problem solving approach. It requires knowledge of human motivation. It progresses from learner analysis, to solution design. The process includes: - Knowing and identifying the elements of human motivation - Analyzing audience characteristics to determine motivational requirements - Identifying characteristics of instructional materials and processes that stimulate motivation - Selecting appropriate motivational tactics - Applying and evaluating appropriate tactics
- 19. Design: Content outline Outline of the Module Reflect on collected findings and feed-back on the module Exchange impressions on findings and feed-back on the module 5 - 6 Students to discuss on the gathered reports and reflect on results Gathering reports to comment on 3 – 4 Students to interact among themselves and consult facilitator online Consultation 2 Students to review the links and bibliography. Introduction to the topic 1 Specific Tasks Topic Week
- 20. Design: Select web tools
- 22. Create a learning community not electronic textbooks Focus on the learning process instead of the technology
- 23. To be continued. . .