Motivation is the key to learning
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Keller developed the ARCS model of motivation which consists of Attention, Relevance, Confidence and Satisfaction. The model provides strategies to gain and maintain learner attention through sensory stimuli and thought-provoking questions. Relevance is established through concrete examples familiar to learners. Confidence is built by setting attainable objectives and providing feedback. Satisfaction comes from ensuring learning experiences are rewarding and knowledge gained is beneficial.
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The document provides an overview of two instructional design models: the ARCS model and the Dick and Carey model. It defines instructional design and describes the key elements of each model. The ARCS model focuses on motivating learners through attention, relevance, confidence, and satisfaction. The Dick and Carey model is a systematic process with nine stages for identifying goals, developing assessments, instructional strategies, and evaluations. Both models require time, resources, and motivated learners and instructors but differ in their approaches.
ARCS Model Pamela Bautista Garcia and Susie Zavala
The ARCS Model is a method for improving the motivational appeal of instructional materials developed by John Keller in 1984. It contains four conceptual categories - Attention, Relevance, Confidence and Satisfaction - that characterize human motivation. It also includes strategies specific to each category to enhance motivational appeal. The model can be applied to students, teachers and workers to identify motivational characteristics. Though widely used, it is not a simple model and further research is needed as motivation can vary between individuals.
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The document discusses developing an effective instructional strategy. It outlines five key learning components: preinstructional activities, content presentation, learner participation, assessment, and follow through. The strategy should motivate learners using Keller's ARCS model and Gagne's nine events of instruction. Effective strategies use both deductive and inductive content presentation tailored for the learning objective and learner abilities. Assessment includes formative evaluation to improve instruction. The strategy transfers learning through real-world application and considers theoretical frameworks like constructivism.
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This paper analyzes models of instructional design in curriculum. It discusses instructional design as a methodical process for developing high-quality instruction to meet learning needs and goals. Instructional design originated from efforts during WWII to quickly train large numbers of military personnel. It has since been applied to curriculum. The paper also examines instructional design as a discipline and science, distinguishing it from learning theory. Critical components of the instructional design process include analyzing student needs to define objectives and structure evaluation. Instructional designers are responsible for developing well-structured instructional materials using objectives, strategies, evaluation and feedback.
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This document discusses building student confidence and motivation for exams. It analyzes data showing students felt more negative emotions and got lower grades for exams compared to coursework. It suggests using Bloom's taxonomy to focus on higher-order thinking skills like evaluation, which are more important than just listing facts. The ARCS model of motivation emphasizes capturing student attention, relevance, confidence and satisfaction. Using Bloom's levels and focusing on skills rather than fixed knowledge can help prepare students and reduce exam anxiety.
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The document discusses key aspects of instructional design including:
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3. Effective instructional design considers learner characteristics, ties content to learner experiences, and builds positive expectations for success.
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This chapter discusses developing instructional strategies that engage learners. It identifies five components of instructional strategies: pre-instructional activities, content presentation and guidance, learner participation, assessment, and follow-through. Each component considers how to motivate, present content, provide practice and feedback, evaluate learning, and facilitate transfer. Instructional strategies aim to support learners' internal cognitive processes by incorporating techniques like gaining attention, presenting objectives, and eliciting performance. Constructivist strategies emphasize reasoning, problem-solving, and situating learning in complex but relevant contexts.
Ctp Training Event Support Docs
Trainers can stimulate learner motivation by gaining their attention using arousal and variability techniques. Arousal techniques include surprising discoveries, stories, and games. Variability techniques involve varying discussion, presentation methods, and exercises. John Keller's ARCS model of motivation identifies four key elements: gaining attention through novelty and questions; ensuring relevance through real-world examples; building confidence with clear expectations and feedback; and providing satisfaction through application and reinforcement. Stimulating motivation is important as unmotivated learners may be confused and negatively impact evaluations of the trainer.
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The document discusses several instructional design models and principles:
1. It describes Reiser and Dempsey's four phase model of instruction which promotes learning through demonstration, application, engagement in tasks, and integrating new knowledge.
2. It outlines David Merrill's key principles for effective instruction which are to provide structured knowledge, practice, and guidance.
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This document discusses several models for curriculum development. It begins by explaining that curriculum development models help map out teaching, learning, and assessment approaches based on learner needs. It then describes Robert Diamond's Systematic Design model from 1989, which has two phases: project selection and production/implementation/evaluation for each unit. Another model discussed is Murray Print's model from 1988, which takes a sequential approach through phases. Finally, the document outlines dynamic models advocated by Walker, Skilbeck, and Stenhouse that view curriculum elements as flexible and interactive rather than linear.
Tyler objective model
This document provides an overview of Ralph Tyler's objective model of curriculum development. The model emphasizes consistency between objectives, learning experiences, and outcomes. It includes four main principles: 1) defining learning objectives based on studies of learners and society, 2) selecting learning experiences to meet objectives, 3) organizing experiences for maximum effect, and 4) evaluating and revising ineffective aspects. The model aims to provide a structured approach for examining curriculum elements and their relationships. It focuses on clearly specifying objectives and using evaluation to improve curriculum alignment. The document discusses key terms, strengths, and criticisms of Tyler's influential model.
EDUPRO5- The Teacher and the School Curriculum 2.docx
This document discusses various models of curriculum development, including linear, cyclical, and dynamic models. It describes Decker Walker's naturalistic model of curriculum development, published in 1971, which contends curriculum developers do not always follow a prescriptive linear sequence. Malcolm Skilbeck's 1976 model for developing school-based curriculum in Australia presents a dynamic view where workers can start from any phase. The document also defines Elliot Eisner's artistic approach to curriculum development, which emphasizes less defined objectives, transforming goals/content into significant learning events, and using diverse modes of communication and evaluation. It concludes by mentioning Pawilen's model for developing curriculum in the Philippines, shown in Figure 12, which the author developed for his dissertation.
Wheeler curriculum model assingment
The Wheeler curriculum model defines curriculum as a plan of action that structures knowledge from theory into practice. The Wheeler model views curriculum as a continuous cycle that responds to educational changes. It emphasizes situational analysis and encourages staff participation in school-based curriculum decisions. The model aims to provide learning experiences, with content that is valid, significant, useful, interesting and learnable. Evaluation is aligned with clear objectives to test student achievement of learning outcomes, with the results feeding back into the objectives. The Wheeler model presents curriculum design as an ongoing, adaptive process that incorporates new information and views elements as interrelated.
Similar to Motivation is the key to learning (20)
Instructional design and Dick and Carey model and ARCS model project
Instructional design and Dick and Carey model and ARCS model project
ARCS Model Pamela Bautista Garcia and Susie Zavala
ARCS Model Pamela Bautista Garcia and Susie Zavala
Chapter 10 Designing and Conducting Formative Evaluations
Chapter 10 Designing and Conducting Formative Evaluations
How do we build student’s confidence and motivation
How do we build student’s confidence and motivation
EDUPRO5- The Teacher and the School Curriculum 2.docx
EDUPRO5- The Teacher and the School Curriculum 2.docx
Motivation is the key to learning
- 1. Motivation is the Key to Learning By Mark Stout
- 2. Learner Motivation Key components of learner motivation was developed by John Keller Keller developed a model called ARCS Attention Relevance Confidence Satisfaction Image source: http://positivepsychologynews.com/news/christine-duvivier/200904091778
- 3. Attention The first and single most important aspect of the ARCS model is gaining and keeping the learner's attention, which coincides with the first step in Gagne's model. Keller's strategies for attention include sensory stimuli, inquiry arousal (thought provoking questions), and variability (variance in exercises and use of media) (Kruse)
- 4. Relevance Establish relevance in order to increase a learner’s motivation. To do this, use concrete language and examples with which the learners are familiar. (ARCS Model of Motivational Design (Keller))
- 5. Confidence Learners will only start to put energy into an activity if they feel there’s a good chance that this energy will bring reward. They need confidence in your method and in their own ability to take advantage of this. (Clive, 2009) Image Source: http://digicynic.wordpress.com/2008/09/10/how-to-have-a-successful-career-in-advertising/
- 6. Satisfaction Appropriate acknowledgment of instructional content and developing the desire to continue the pursuit of similar goals. (Motivation Strategies in Online Distance Learning and e-Learning)
- 7. Methods for Attention The point here is to get attention Pose a question – Get their minds turning prior to discussion Tell a story – Attention is focused on the speaker Participation- Handout an item for students to examine
- 8. Methods for Relevance Goal orientation, which may mean outcome of learning such as obtaining a job, reward, etc. or may imply the means of learning (BALABAN-SALI, 2008) Motive Matching, Adapt by using teaching strategies that match the motive profiles of the students. (Rodriguez)
- 9. Strategies for Confidence Objectives, Provides objectives that are easy to understand and are attainable Feedback, allows the student a comprehension of their status of attaining one goal.
- 10. Satisfaction Learning Experience must be rewarding for student Student should newly acquired knowledge is beneficial Don’t make goals to easy Stock Image
- 11. References ARCS Model of Motivational Design (Keller). (n.d.). Retrieved September 25, 2010, from Learning-Theories.com: http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html Clive. (2009, September 28). Using John Keller’s ARCS model to motivate online learners. Retrieved September 25, 2010, from onlignment.com: http://onlignment.com/2009/09/using-john-kellers-arcs-model-to-motivate-online-learners BALABAN-SALI, J. (2008, July). DESIGNING MOTIVATIONAL LEARNING SYSTEMS. Retrieved September 25, 2010, from The Turkish Online Journal of Distance Education: http://tojde.anadolu.edu.tr/tojde31/articles/article_13.htm
- 12. References Kruse, K. (n.d.). The Magic of Learner Motivation: The ARCS Model. Retrieved September 25, 2010, from e-LearningGuru: http://www.e-learningguru.com/articles/art3_5.htm Motivation Strategies in Online Distance Learning and e-Learning. (n.d.). Retrieved September 25, 2010, from .about-elearning.com: http://www.about-elearning.com/motivation.html Rodriguez, S. (n.d.). ARCS Motivation Theory. Retrieved September 25, 2010, from The University of Texas School of Public Health: http://www.sph.uth.tmc.edu/uploadedFiles/Services/OID/a-arcs.pdf