fsu - learner motivation guide

MOTIVATIONAL DESIGN

This study guide is a companion to Motivational Design for Learning & Performance: The ARCS Model Approach by John M. Keller.

Motivational Design

Motivational design is the process of arranging resources and procedures to bring about changes in motivation

Motivation refers broadly to what people desire, what they choose to do, and what they commit to do

Motivation explains what goals people choose to pursue (Read: direction) and how actively or intensely they pursue them (Read: magnitude)

Relies on a perspectivalist position, that the truth tends to be contextualized and relative

Instructional design encompasses processes and techniques for producing efficient and effective instruction

Limitation to motivational design

Attitudes of teachers and designers toward their responsibility for learner motivation Perception that they are not

responsible for increasing a student’s desire to learn

Motivational Design Models

Person-centered models Environmentally-centered models Interaction-centered models Omnibus model

Person-centered models (psychological education)

Grounded in psychological constructs Goals include:

To stimulate curiosity and fantasy. In this context, fantasy refers to such things as visioning oneself doing something differently or accomplishing a goal

To stimulate new ways of thinking or behaving: games, role playing, simulations

Emotional development. Engage in experiences that stimulate emotional responses and learn how to examine and manage their emotions for maturity and self-determination

Procedures that help students learn to live fully and intensely in the here and now

Six step Alschuler model for the development of motivation in adolescents: Attend; experience; conceptualize;

relate; apply; internalize (process and integrate)

Six action control strategies: Selective attention, encoding control,

emotion control, motivation control, environment control, parsimonious information processing

Three phase cycle to self-regulation1. Forethought2. Performance3. Self-reflection

Self-regulation strategies and examples:

Self-regulation strategies

Examples of parallel strategies from Quest Analysis

Metacognitive control Planning; monitoring/setting benchmarks; evaluating progress

Motivation control Focusing/positive thinking; endurance/self-reliance

Emotional control Visualization/mental imagery

Control the task situation

Resource use/sorcery; use of own cleverness/trickery

Control others in the task setting

Getting help from confidants; controlling his men

Environmentally-centered models (behaviorism)

Grounded in the principles of behavioral psychology which assume that behavior can be adequately explained in terms of an organism's responses to environmental influences

Primary ways to influence motivation are through the manipulation of deprivation and satiation

Behavior modification models often include these five steps

1. Identify the behavior that you wish to change

2. Establish its baseline level by measuring its frequency of occurrence

3. Plan the contingencies of reinforcement which refers to the pattern of administering consequences based on the occurrence or nonoccurrence of the desired behavior

4. Implement the program5. Evaluate the program

Human Behavior

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Interaction-centered models (social learning theory or expectancy-value theory)

Human values and innate abilities are seen to both influence and be influenced by environmental circumstances

McClelland and Alshuler model is primarily concerned with changing individual behavior to help students feel more confident and more in control of their destinies

Omibus model

Not motivational design models per say Offer excellent motivational strategies Getting attention, clarifying values,

monitoring progress, and rewarding achievement

>Primary models of motivation

Macro Model of motivational design

The Macro Model of Motivation and Performance (p.18) uses system theory to illustrate the relationship among the parts in terms of inputs, processes, and outputs

Illustrates how motivation combines with knowledge and skills to influence overall performance

The ARCS Model is included within the Macro Model

ARCS Model

Attention is need for stimulation and variety Relevance is desire to satisfy basic motives

Confidence is desire to feel competent and in control

Satisfaction is desire to feel good about oneself

ARCS is a problem solving model Contains a systematic motivational design

process

MVP Model

Motivation --> Volition --> Performance Volition has two phases: commitment

(ore pre-action planning) and self-regulation (or action control theory/action control)

Pre-action planning based on intentions and commitment. Pre-action planning may go something like: I _____________ shall complete the following module on … within 30 days.

Action control is based on self-regulation as a means of managing one's behavior in such a way as to remain on task

MVP model is an expansion of ARCS model Managing ones intentions is critical to

preserving one's goal orientation and commitment

Necessitates effort initiation and effort persistence

Macro Model Combined With MVP Model

Illustrates how principles of learning, which are subsumed under the information and psychomotor processing category, combine with motivational influences to affect learning and performance

Time Continuum Model

Programmatically combine a series of motivational strategies from the beginning to the end of an instructional sequence so that a network of motivational influences is formulated

(start | during | end)

ARCS Model Combined with Time continuum model

ARCS strategies and tactics for start, during, and end of instruction

Start During End

A Strategies Strategies Strategies

R Strategies Strategies Strategies

C Strategies Strategies Strategies

S Strategies Strategies Strategies

> Motivational elements (a.k.a. psychological constructs)

Elements that makeup motivation in people.

Over 4500 motivational elements, broken down into 16 personality factors

The big five personality factors are: Extraversion, agreeableness, conscientiousness, neuroticism, openness to experience

Traits vs. states1. Apply to all motivational elements

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2. A trait is a predictable tendency to behave in the same way in a variety of situations.

3. States refer to the disposition to demonstrate a given motive or personality characteristic at a given point in time or in specific types of situations.

Arousal; attribution theory; boredom; cognitive evaluation; competence; curiosity; equity; extrinsic motivation; flow (a condition of being in the flow); group self-efficacy; intrinsic motivation; learned optimism; learned helplessness; locus of control; need for achievement; need for affiliation; need for power; personal causation; reinforcement theory; self-efficacy

>Elements & Goals -> Tactics -> Strategy

Motivational elements --> tactics --> strategy

Goals --> tactics --> strategies Psychological constructs help define

motivational goals.

Motivational Design Process

1. Obtain course information Obtain course description and rationale Describe setting and delivery system Describe instructor information

2. Obtain audience information List entry skill levels Identify attitudes toward material

Identify attitudes toward course3. Analyze audience motivation (audience

analysis) Prepare motivational profile List root causes (motivational

challenges) Identify modifiable influences

4. Analyze existing materials and conditions List positive features List deficiencies or problems Describe related issues

5. List objectives and assessments List motivational design goals Specify learner behaviors Describe confirmation methods

6. Design motivational strategy1) Generation

List potential tacticso Brainstorm list of A,R,C,S tacticso Identify beginning, during, end,

and continuous tactics2) Selection

Select and design tacticso Integrate A,R,C,S tacticso Identify enhancement versus

sustaining tactics3) Integration

Integrate with instructiono Combine motivational and

instructional planso List revisions to be made

7. Develop Select available materials Modify to fit the situation Develop motivational material in

conjunction with instructional material8. Evaluate and revise (pilot)

Obtain student reactions

Determine satisfaction level Revise if necessary

ARCS and ISD: Point by point comparison Figure on p.65

Interface 1: instructional goals and course description

In ID, the output of a goal analysis includes a description of the current situation, a description of the desired situation, and a list of gaps between the way things are now and the way you want them to be. In particular, the output of a goal analysis describes the kinds of job related competencies that must be represented in the workforce in order for the organization to achieve its goals. In a school, desired competencies are described more in context of the requirements for students to be able to succeed at the next stage of schooling and in terms of the development of life skills that are appropriate for the given age level to help thin in the present and future.

Interface 2: Entry behavior characteristics and audience description Two major products are expected from

the stage of "Identifying entry behaviors and characteristics". One is a set of indentified entry behaviors or skills that should have already been mastered by the target audience before beginning the instruction. The other is general knowledge of characteristics of students.

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Identifying the entry behaviors is important because it will give motivational designers more ideas on dealing with learners' motivation -- especially confidence.

Students with deficiencies of prior knowledge and skill will have difficulties in learning new material that goes beyond their existing schema.

Interface 3: Instructional analysis and audience motivational analysis The instructional analysis phase of

instructional development yields a description of the knowledge, skills, and attitudes that are related to the goals of the lesson or course.

This product can be specific with detailed listing of steps in a process or a hierarchical presentation of higher and lower order concepts and skills to be included.

By knowing what the students are expected to learn, you can begin to estimate their motivational attitudes toward learning it.

The audience motivational analysis step also benefits from the knowledge about entry behavior characteristics combine with the other information contained in the Describe Audience Step, which is step 3, in the motivational design process.

Interface 4: coordinating instructional and motivational objectives Step 5 is conducted concurrently or

right after the "writing performance objectives" stage of the instructional design. Firstly because having appropriate levels of motivation greatly

assist the accomplishment of the learning objectvies. Also, good motivational objectives can help overcome deficiencies with the learning objectives and content of a class.

Interface 5 & 6: designing instructional and motivational strategies The selection of instructional strategies

is often a somewhat logical and prescriptive process based on the nature of instructional objectives.

The motivational strategy design process begins with brainstorming to identify as many strategies as possible that might help achieve the desired outcome. Then in a second phase of strategy design, one develops an analytical attitude and chooses strategies that can be achieved within the time constraints of the lesson and not detract from the instructional objectives. And to the fullest extent possible, the motivational strategies should be transparent.

As the final list of motivational strategies is occurring, the final step in the design stages of instructional and motivational development is to integrate motivational tactics into the instructional strategy.

Interface 7: develop instructional and motivational materials Develop new instructional and

motivational materials or adopt and modify existing ones.

The development of motivational materials need not be separate from the development of instructional materials.

Every motivational activity should have a clear relationship to the instructional objectives.

Interface 8: Evaluate and revise Formative and summative evaluations

for both processes and provide input to guide revisions to the instruction for both effectiveness and motivation. Evaluation for motivation can be planned and implemented in conjunction with evaluation for effectiveness including learner achievement.

Arcs Motivation Model

Primarily lies in the cognitivism domain Rooted in a variety of motivational theories

and concepts Condition of learning - Physiological issues

aside, the learner can learn if they are provided with the right motivational strategies/tactics. Facilitator presents information under the four ARCS domains

Major categories and definitions

Process questions

Attention Capturing the interest of learners; stimulating the curiosity to learn

Perceptual arousal (sensory stimuli); inquiry arousal (thought

How can I make this learning experience stimulating and

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provoking questions); variability (variances in exercises and use of media)

interesting?

Relevance Meeting the personal needs/goals of the learner to effect a positive attitude

Familiarity; goal orientation; motive matching

In what ways will this learning experience be valuable for my students?

Confidence Helping the learners believe/feel that they will succeed and control their success

Expectancy for success; challenging setting; attribution molding

How can I via instruction help the students succeed and allow them to control their success?

Satisfaction Reinforce accomplishment with rewards (internal and external)

Natural consequences; positive consequences; equity

What can I do to help the students feel good about their experience and desire to continue learning?

>ARCS & motivational challenges and strategies

Challenges Strategies A R C S

Willingness Stimulate x x

Worthiness Relevance x

>Motivational concept tree

Composed of motivational elements and how they relate to ARCS

Attention Relevance Confidence Satisfaction

CuriosityArousalBoredom

Need for achievementNeed for affiliationNeed for powerCompetenceFlow

Locus of controlAttribution theorySelf-efficacyGroup self-efficacyLearned helplessnessLearned optimismPersonal causation

Reinforcement theoryExtrinsic motivationIntrinsic motivationCognitive evaluationEquity

Hybrid concept: Self Regulation

>Attention

Primary concern: How to get and sustain attention

In the learning context attention is concerned with to how to acquire, manage and direct learner attention. This is done by using cues and prompts in such a way as to lead the student to focus on the stimuli or

parts of stimuli that are specifically related to the learning objective

Coincides with first event in Gagne’s Model Boredom is associated with repetitiveness

(an element of monotony), unpleasantness, and negative effect. Potentially also associated with constraint. Boredom is characterized by low arousal, unpleasantness, and dominance

Basic concepts: Curiosity (epistemic, perceptual, and

diversive exploration) Arousal Boredom

Accompanying concepts: Novelty, paradox, and surprise Sensation seeking

Strategies for gaining and sustaining attention: Concreteness Incongruity and conflict Humor Variability Active participation Inquiry

Curiosity relationships

Characteristic Relationship to curiosity

High anxiety Low curiosity

Low creativity Low curiosity

High intelligence Moderate curiosity

Tolerance for ambiguity

Reciprocal relationship between ambiguity and curiosity

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Low academic achievement

Low curiosity

Good psychological adjustment

High curiosity

Concepts and process questions

Main supporting tactics (motivational tactics)

A1. perceptual arousalWhat can I do to capture their interest?

Create curiosity and wonderment by using novel approaches, surprise, uncertainty, injecting personal and/or emotional material

A2. Inquiry arousalHow can I stimulate an attitude of inquiry

Increase curiosity by asking questions, creating paradoxes, generating inquiry, and nurturing thinking challenges

A3. VariabilityHow can I maintain their attention?

Sustain interest by variations in presentation style, concrete analogies, human interest, examples, and unexpected events.

A1 Capture Interest Generally speaking, people are more

interested in specific people and events than in abstractions.

Tactics to get or regain attention of learners: Include references to specific people

rather than "mankind", "people, or other such abstractions.

Illustrate general principles ides, or other abstractions with concrete examples or visualizations.

Make complex concepts or relationships among concepts ore concrete by use of metaphors or analogies

Present items in a series of list format rather than paragraph form.

Make step-by-step procedures or relationship among concepts more concrete by use of flow charts, storyboards, diagrams, cartoons, or other visual.

Ensure that the instructor establishes eye contact and exhibits enthusiasm.

A2 Stimulate inquiry After inducing a topic in a manner that

arouses epistemic curiosity, it is effective to have an assignment that allows the students to investigate the problem and produce an answer or opinion. P84

Tactics to stimulate inquiry: Introduce or develop topics

problematically (that is, stimulate a sense of inquiry by presenting a problem which the new knowledge or skill will help solve).

Provoke curiosity by stimulating mental conflict (for example, present facts that contradict past experience; paradoxical examples; conflicting principles or facts; or unexpected opinions).

Evoke a sense of mystery describing unresolved problems that may or may not have a solution.

Use visuals to stimulate curiosity or create mystery. p.85

A3 Maintain attention Sleep inducing conditions are often

produced in a classroom such as trying to avoid unexpected stimuli and noise.

Factors used to overcome boredom and meet peoples sensation seeking needs by

providing a change of pace, changes in approach, and using media for audio and visual appeal.

Variation in format Use white space on paper or screen in

multimedia to separate blocks of information (text and/or illustrations)

Use a variety of typefaces to highlight titles, quotes, rules, key words, etc, but maintain a consistent style.

Use variations in layout; that is variation in spatial location of blocks of information.

Include variations in type of material for example alterations between blocks of text, figures, tables, pictures, etc.)

Variation in style and sequence Have variation in writing function (for

example, exposition, description, narration, and persuasion)

Include variation in tone (for example, serious humorous, exhortation).

Include variation in the sequence of the elements of the instruction (for example, vary a sequence such as introduction, presentation, example, and exercise varied by changing the order, adding an extra exercise, etc).

Include variation between content presentations and active response events (e.g. questions, problems, exercises, and puzzles.)

>Relevance

Relevance refers to people’s feelings or perceptions of attraction toward desired

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outcomes, ideas, or other people based upon their own goals, motives, and value

Attention and motivation are only maintained when the learner believes the instruction is relevant

Primary concern: In what ways will this learning experience be valuable for my students?

The benefits should be clearly stated. Relevance in its most general sense, refers

to those things which people perceive as instrumental in meeting needs and satisfying personal desires

Basic concepts: Need for achievement (motive, need) Need for affiliation (motive, need) Need for power (motive, need) Competence (motive, need) Flow

Accompanying concepts Goal choice & valence Psychological needs and motives Future orientation Interests Intrinsic motivation Personal and social values Affective and emotional states

(connectedness and perceived empathy)

Effectance motivation

Strategies for enhancing relevance: Experience Present worth Future usefulness Needs matching Modeling Choice

Key statements: Behavior is goal oriented and tends to

be persistent, patterned, and selective

Motives (or needs)

Higher order motives (or needs):1) Physiological, which refers to hunger and

thirst2) Safety and security3) Love and belongingness4) Self-esteem, as obtained from achievement

and recognition5) Self-actualization as defined in terms of

reaching one's highest potential

Three motives 1) The need for achievement

High need = interest in interpersonal relationships

Two sides: need to achieve vs. risk of failure

Attribution of cause: responsibility for success vs. responsibility for failure

2) The need for affiliation High need = interest in interpersonal

relationships3) The need for power

High need = desire to influence the behaviors of others

Competence (motive or need) The concept of competence is a

fundamental motive and refers to an organism's capacity to interact effectively with it's environment.

Future orientation and future time perspective (FTP)

Future orientation is the instrumentality of an immediate goal with regard to future goals.

Future time perspective (FTP) refers to one's perceived temporal distance between the present and a future event.

Interest

Coupled with intrinsic motivation Emotional and cognitive components Seductive augmentation, seductive detail,

cognitive interest When these conditions are not met learners

lose interest: novelty, feelings of competence, development of knowledge and skills in an area of personal interest or importance, experiencing a degree of control or autonomy

Intrinsic motivation

Intrinsic motivation refers more to self-initiated attraction toward particular goals or activities because of their intrinsic interest and the need satisfaction that results from pursuing the given intrinsic interest, particular in regard to the needs for competence and self-determination.

In contrast, interest refers to the attraction or concern we feel toward events or objects because they touch upon our most basic needs and fears, or absolute interests.

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Interest tends to be more situational in nature than the broader concept of intrinsic motivation.

Flow

An experience of being completely absorbed, focused, and immersed in an activity to the point of not being conscious of distractions, in a high level of intrinsic motivation, not thinking about success or failure, attention is totally focused on your task, and progress unconsciously from one thought or activity to the next

Facilitated by overlearning



R.1. Goal orientationHow can I best meet my learners needs?

Provide statements or examples of the utility of the instruction and either present goals or have the learners define them

R.2. Motive matchingHow and when can I link my instruction to the learning styles and personal interests of the learners?

Make instruction responsive to the learner motives and values by providing personal achievement opportunities, cooperative activities, leadership responsibilities, and positive role

models

R.3. FamiliarityHow can I tie the instruction to the learners' experiences

Make the materials and concepts familiar by providing concrete examples and analogies related to the learners work or background.

R.1 Relate to goals Make sure your learners have clearly

defined goals. Tactics (or techniques)

Before and after comparison tactic is often used in advertising. Your life before, and your life after.

Before this section of the presentation the students could watch a 10 minute exciting introductory video to the subject to help them understand the value of the material and its relevance to them. Engage them, initiate curiosity,

Use a future wheel when students do not perceive any future value for the present subject. This technique generates potential connections to their future needs and goals. This technique is somewhat like mind mapping. "Imagine that you successfully learn this material. How might this benefit you in the future? Think of all the things this might lead to, or help you with. For each one of them, draw a line out from your circle, put another circle at the end of the line, and put the item in it."

Present worth State the immediate benefit of the

instruction if is not evident. Include comments, anecdotes, or

examples that stress the intrinsic satisfaction of the subject of instruction.

Future value Include statements describing what the

learner will be able to do after finishing these instructional materials.

Ensure that at least some of the examples and exercises are clearly related to the knowledge and skills that the students will need in the future.

Tell the student how the successful accomplishment of this instruction is related to future goal accomplishment (success in course, major, admissions to something, salary increase).

Tell the learner how this instruction will improve his or her general life coping skills.

Encourage the learner to think of this instruction as contributing to the development of an intrinsically interesting area of study and development.

R.2 Match interests Use role models, stories Basic motive stimulation

Use personal language to make the learner feel that he or she is being talked to as a person.

Provide examples (anecdotes, statistics, etc) that illustrate achievement striving and accomplishment

Include statements or examples that illustrate the feelings associated with achievement.

Encourage the learner to visualize the process of achieving and succeeding, and the feeling associated with it.

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Include exercises that allow for personal goal setting, record keeping, and feedback.

Include exercises that require cooperative work groups

Include puzzles, games, or simulations that stimulate problem solving, achievement striving behavior.

In the exercises (puzzles, simulations…) encourage the learners to compete against each other. NO. Have them compete against themselves.

Role models Use anecdotes about noteworthy

people in the area of study, the obstacles they faced, their accomplishments and the consequences

Use examples testimonials from persons who attained further goals after successfully completing the course of instruction

Include references to or quotations from people who can convincingly describe the benefits of the particular skill/knowledge area.

R.3 Tie to experiences (familiarity) Connection to previous experience

Include explicit statements about how the instruction builds on the learners existing skills or knowledge

Use analogies or metaphors to connect the present material to processes, concepts, skills, or concepts already familiar to the learner.

Options for individualization Give the learner choices in the content

of assignments (e.g. is the learner

allowed to choose examples and topics of personal interest for at least some of the assignments)

Give the learner choices in the type of assignments (e.g. allow the learners to select from a variety of means to accomplish a given end).

>Confidence

Primary concern: How can I help students succeed and believe in their ability to control their success

Confidence refers generally to people's expectancies (expectancy related beliefs) for success in the various parts of their lives

Basic concepts: Locus of control (internal vs. external) Attribution theory (learner and

instructor) Self-efficacy Group self-efficacy Learned helplessness Learned optimism Personal causation

Accompanying concepts: Origin-pawn concept Attribution theory Ability beliefs Self-fulfilling prophecy

Strategies for building confidence: Clear learning objectives and

prerequisites Allow for success that is meaningful

Grow the learners - increasing levels of difficulty

Realistic expectations Feedback Learner controlled elements – degree of

control over learning and assessment. Success is a direct result of their effort

Opportunities for increased learner independence

Key statements: Competence is an intrinsic motive for

learning that is highly related to self-efficacy

Students who are high in self-efficacy appear to have more flexible learning styles and coping strategies as indicated by their use of metacognitive strategies which incorporate more cognitive skills and by their greater persistence.

Four primary attributions: ability, effort, task difficulty, and luck (or other external forces). The first two are internal, and the other two are external.

Teachers with high self efficacy spend more time helping students persist in their efforts, design challenging assignments, support students' ideas, have a positive classroom environment, try out new instructional techniques, engage learners in more self-directed activities, give students more freedom, give more help to students having difficulties and involve all students in discussion. Teachers lower in self-efficacy are more likely to ignore the less able students while focusing on the ones with a higher probability of

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success and to blame external factors such as insufficient materials, lack of parental support, and lack of control over student assignments.

People high in self efficacy tend to have an incremental belief in ability.

Goal orientation (motive & general motivation theory)

Task vs. ego orientation Task orientation is a focus on the

specifics of the task Ego orientation is a focus on external

evaluation Mastery vs. performance

Performance orientation focuses on whether you will complete it and how you are going to perform

Master orientation is effort put forth to master a concept or skill

A person who is motivated by learning goals likes to seek challenging tasks, believes that skills can be learned, focuses on task mastery, and believes that abilities can be improved with effort.

A person who is performance oriented is more concerned with appearing to be competent, wants to succeed with minimal effort, believes that ability is fixed and is concerned about social comparisons and symbols of success. Think performance anxiety.

Approach Avoidance

Mastery Mastery-approach

Master-avoidance

Performance Performance-approach

Performance-avoidance



C1. learning requirementsHow can I assist in building a positive expectation for success?

Establish trust and positive expectations by explaining the requirements for success and evaluative criteria

C2. Success opportunitiesHow will the learning experience support or enhance the learners beliefs in their competence?

Increase belief in competence by providing many, varied, and challenging experiences that increase learning success.

C3. Personal controlHow will the learners clearly know their success is based upon their efforts and abilities?

Use techniques that offer personal control (whenever possible) and provide feedback that attributes to personal effort.

C.1 Success expectations Help students develop realistic expectations

for succees to help them understand what will be expected and how they will be evaluated. Objectives tend to incorporate language

from the material to be learned and this is confusing and no use to the students.

Provide clear statements, in terms of observable behaviors, of what is expected of the learners as evidence of successful learning.

Whenever possible, provide a means for learners to write their own learning goals or objectives.

C.2 Success opportunities

It is important for learners to be challenged from time to time, but the challenge should come from the learning activities themselves, not from obstacles in the characteristics of the material or the teachers behavior.

Anxiety results from unknown threats and failure.

Challenge level: Organize material clearly in sequence Sequence the tasks form simple to

difficult Make the overall challenge level

appropriate for this audience Ensure the materials are free of tricks

or excessively difficult questions or exercises

Make the exercises consistent with the objectives content and examples

Include methods for self-evaluation, such as answers to exercises

Provide conformational feedback for acceptable responses, and corrective feedback for responses that do not meet criteria.

C.3 Personal responsibility When people have feelings of control over

their performance and believe they have the ability to succeed their expectancy for success, which is a key part of confidence, is strong. To help students develop these perceptions: Organize lessons in such a way that

students do in face have some meaningful areas of personal control. Give them technical terms, positive attributional feedback by letting them know by your words and actions that

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you have confidence in their ability to succeed providing they work hard. Do not tell them they succeeded because you did them a favor.

Consider: Give learners choices in sequencing;

that is explain how they can sequence their study of different parts of the material.

Allow learners to go at their own pace Give learners choices among ways of

demonstrating their competency (that is, provide alternative methods of exercising and testing)

Give learners opportunities to create their own exercises of methods demonstrating competency

Give learners choices over work environment; for example, working in a room with other people or away from the other people

Give learners opportunities to record comments on how the materials could be improved or made more interesting

Provide navigation tools such as breadcrumb navigation trails

>Satisfaction

Primary concern: What can I do to help the students feel good about their experience and desire to continue learning?

Continues the desire to learn after attention, relevance, and confidence are achieved

Satisfaction can result from extrinsic and intrinsic factors

Maintain interest. When these conditions are not met learners lose interest: novelty, feelings of competence, development of knowledge and skills in an area of personal interest or importance, experiencing a degree of control or autonomy

Feelings of satisfaction are influenced greatly by subjective evaluations of an outcome based on expectations and social comparisons. When outcomes are not what is expected learners will modify their attitudes or feelings regarding the situation and this will influence their future motivation for that task or activity

Basic concepts: Reinforcement theory Extrinsic motivation Intrinsic motivation Cognitive evaluation Equity

Accompanying concepts: Reinforcement (positive & negative) Punishment (positive & negative) Discriminative stimulus (& non-

discriminative stimulus) Continuous reinforcement Schedules of reinforcement Token economy Effectance motivation Efficacy Informational and controlling effect Rewards (exogenous & endogenous and

expected vs. unexpected) Cognitive evaluation Cognitive dissonance

Balance & equity theory

Generating satisfaction Learning must be rewarding and

satisfying Learner must feel as though the skill is

useful by providing opportunities to use the newly acquired skills in real settings

Feedback and reinforcement Do not patronize the learner by over-

rewarding easy tasks

Psychological basis for satisfaction

Reinforcement and conditioning Classical conditioning Operant conditioning Token reinforcement system

Positive Reinforcers

Edible reinforcers (foods and liquids) Sensory reinforcers (exposure to a

controlled visual, auditory, tactile, olfactory, kinesthetic experience)

Tangible reinforcers (certificates, stickers, etc.)

Privilege reinforcers (being first in line, holding the teacher’s book while she reads, etc.)

Activity reinforcers (play, special projects) Generalized reinforcers (tokens, points,

credits, etc.) Social reinforcers (expressions, feedback,

seating arrangements, etc.)

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Extrinsic reinforcement and intrinsic motivation

Intrinsic motivation is comprised of: personal interest; perceptions of increases in competence; personal control over one's choices and course of action.

Cognitive evaluation and satisfaction

Cognitive dissonance Balance theory Equity theory

Concepts & Process Questions


S1. Intrinsic reinforcementHow can I encourage and support their intrinsic enjoyment of the learning experience

Provide feedback and other information that reinforces positive feelings for personal effort and accomplishment

S2. Extrinsic rewardsWhat will provide rewarding consequences to the learners' successes?

Use verbal praise, real or symbolic rewards, and incentives, or let learners present the results of their efforts (show and tell) to reward success

S3. EquityWhat can I do to build learner perceptions of fair treatment?

Make performance requirements consistent with stated expectations, and use consistent measurement standards for all learners' tasks and accomplishments.

S.1 Intrinsic satisfaction Positive recognition

1) Give the student the opportunities to use a newly acquired skill in a realistic setting as soon as possible.

2) Provide verbal reinforcement of the learners intrinsic pride in accomplishing a difficult task.

3) Include positive, enthusiastic comments in the materials or in your feedback, which reflect positive feelings about goal accomplishment.

4) Provide opportunities for learners who have mastered a task t help others who have not yet done so.

5) Give acknowledgements of any actions or characteristics that were necessary for success.

6) Give acknowledgements of any risks or challenges that were met.

Continuing motivation1) Provide information about areas of

related interest.2) Ensure that the learners are asked or

informed about how they might continue to pursue their interest in the topic.

3) Inform the learners about new areas of application.

Provide: novelty, feelings of competence, development of knowledge and skills in an area of personal interest or importance, experiencing a degree of control or autonomy

S.2 Rewarding outcomes Extrinsic rewards used cautiously so as not

to become commonplace (they will lose their reinforcing value) and not to interfere with intrinsic motivators

1. Include games with scoring systems to provide an extrinsic reward system for routine, boring tasks such as drill and practice

2. Use extrinsic rewards to reinforce intrinsically interesting tasks in an unexpected, noncontrolling, manner.

3. Include congratulatory comments for correct responses.

4. Give students personal attention while working to accomplish the task, or after successful task accomplishment

5. Use reinforcements frequently when learners are trying to master new skills.

6. Use reinforcements more intermittently as learners become more competent at a task.

7. Avoid threats and surveillance as means of obtaining task performance

8. Use certificates or symbolic rewards to reward success in individual or intergroup competitions, or at the end of a course.

Pleasant surprises Effective when used appropriately.

S.3 Fair treatment1) Ensure that the content and types of

problems in the final exercises and posttests are consistent with the knowledge, skills, and practice exercises in the materials.

2) Ensure that the level of difficulty on final exercises and posttests is consistent with preceding exercises.

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Motivational Design

Summary of motivational design in relation to instructional design

Generic Design

Motivational Design Steps

Instructional Design Steps

Analyze 1. Obtain course information (motivational worksheet 1)

2. Obtain audience information (MW2)

3. Analyze audience (MW3)

4. Analyze existing materials (MW4)

Identifying problem for which instruction is the appropriate solution

Identifying instructional goals

Identifying entry behaviors, characteristics

Conducting instructional analysis

Writing performance objectives

Design 5. List objectives and assessments (MW5)

6. List potential tactics (MW6)

7. Select and design tactics (MW7)

8. Integrate with instruction (MW 8)

Developing criterion-referenced tests

Developing instructional strategy

Developing and selecting instruction

Develop 9. Select and develop materials

Designing and selecting instruction

(MW 9)Pilot Test

10.Evaluate and revise

Designing and conducting formative evaluation

Designing and conducting summative evaluation

Revising instruction

Simplified motivational design process

The complete ten-step motivational design process is useful for large-scale projects. The ten-step model provides guidance for in-depth analysis of the audience and environment and supports documentation of each step for coordination and future reference. However, many projects do not require this degree of support. In projects that do not require in-depth analysis the simplified motivational design process may be used.

Vocabulary

Expectancy value theory - postulates that behavior potential is the product of the strength of a person's expectancy for success and the personal value of the desired goal

Volition refers to the actions people take to achieve a goal

Action control theory (action control) consists of six principles (or strategies) describing self-regulatory attitudes and behaviors that help protect one's intentions (stay on task and avoid distractions after having made a commitment to a goal Action Control Strategies Selective attention Encoding control Emotion control Motivation control Environment control Parsimonious information processing

Self-regulation - Learners who self-regulate "set goals for their learning and then

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attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features of the environment". They try to manage all aspects of motivation that have been discussed so far in the chapter.

Intrinsic motivation refers to engaging in tasks for the pleasure that comes from them. Intrinsic motivators are ones for which there is no apparent reward except the activity itself

Extrinsically motivated activities are undertaken because they have instrumental value; that is, they are necessary steps toward accomplishing goals that are valued Extrinsic reward can have an

undermining effect on intrinsic motivation

Attention Curiosity is an innate drive (like hunger)

that is activated when the appropriate stimuli are present and disappears when the body or mind's needs are met.

Epistemic curiosity is aroused when a question is raised and reduced by obtaining its answer

Specific exploration (perceptual curiosity) - The definition of perceptual curiosity is increased perception and/or sensory stimulation

Diversive exploration (diversive curiosity) results in settings that are monotonous or boring and does not have a specific object. The organism searches for anything that is interesting

or novel and is not reduced by specific information gathering

Cognitive dissonance occurs when two ideas or behaviors are perceived to be inconsistent or contrary

Sensation seeking is in contrast to boredom and refers to the extent two which people seek unusual or novel experiences

Relevance Valence is used to characterize a

person’s affective attitude toward a goal.

Positive valence means that a person prefers the attainment of a certain outcome to not attaining it.

Negative valence means that a person wishes to avoid the outcome or is indifferent to it.

The strength of valence results from the instrumental value of the goal (the perceived connection between accomplishing the goal as a means of accomplishing subsequent goals) and the intrinsic value of the goal (the degree to which the goal is valued as an end-in-itself).

Expected satisfaction is influenced by both intrinsic and instrumental value (or consequences).

Effectance motivation leads to the development of competence. Interaction with the environment and the environment's interaction on them results in feelings of efficacy which refer to the satisfying feelings of mastery or insight as one interacts with the environment.

Goal orientation refers to whether people are focused more on the outcomes of their goal striving behavior or the activities in the process leading toward the goal.

Absolute interests are firm and predictable interest arousing events such death, danger, power, and sex.

Relative operators such as unexpectedness or novelty are contextual in relation to individuals and are not firm or predictable interest arousing events.

Seductive augmentation (seductive detail) refers to information that is interesting but unimportant (or irrelevant). Information that is irrelevant to the primary message of the passage or to the learning objectives in an instructional program, but not necessarily irrelevant to the general topic. This is more restrictive use than in broader literature in which material considered irrelevant what have no relation to the topic.

o Irrelevant but interesting material diverted attention from the central concept of the passage.

Cognitive interest vs. seductive detail. Cognitive interest is material that adds explanatory detail to the content and does not result in learning interference. Seductive detail is interesting but irrelevant information. Seductive detail can be illustrations (seductive illustrations) or text (seductive text). Seductive detail leads to learning interference by prompting

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inappropriate organizational schemas rather than simply distracting or disrupting the learner.

Seductive illustrations – one form of seductive detail. Results are consistent and illustrate the interference effect of seductive detail and previous research on learning from text which illustrates the beneficial effect of relevant illustrations. The interference effect of seductive details results from their prompting of organizational schemas rather than distracting or disrupting the reader.

Confidence People who believe they will be

rewarded appropriately by means of grades, recognition, money, privileges, or other tangible outcomes if they do a good job are considered to have an internal locus of control. See connection between effort and consequences. Effort and performance quality leads to consequences.

People who believe that being rewarded depends on luck, personal favor, or other uncontrollable influences, regardless of how well or poorly they achieve, are considered to have an external locus of control. Have control over behavior.

The origin-pawn concept refers to the degree to which people believe they have control over their lives. Pawns have little control over their life, they are puppets. An origin is someone who feels in control of their fate.

Self-efficacy refers to a person's belief that he or she can succeed in performing a given task

Attribution theory - observation that people vary with respect to their attributions of the causes of success and failure. Internal versus external, stable versus unstable, and controllable versus uncontrollable.

Self-fulfilling prophecy refers to a special type of expectancy belief - a belief that although initially false becomes true as a result of believing in it

Actor observer effect – interpretations of people’s behavior depending upon whether they are the actor or the observer

Learned helplessness – 2 stage process: 1) failure is unavoidable and inescapable. 2) success becomes possible, but failure persists. See no connection between behavior and results, between effort and consequences.

Learned optimism - People can learn to be more optimistic by a well-researched and validated process of cognitive restructuring involving a set of attributional exercises and other activities designed to help develop new more productive patterns of thinking and behaving.

Ability beliefs - Peoples beliefs about their abilities will influence their expectancies for success, attributions, and performance.

Entity concept of ability is a belief that ability or aptitude is relatively fixed and

unchanged. From this perspective, people believe that you either have an aptitude for a given activity or you do not, or that you have a specific level of ability and that you can't change it to any meaningful degree.

Incremental concept of ability is the belief that one's ability in any of these areas can be improved with effort, even if it is a slow process.

Satisfaction Effectance motivation - the

achievement of personal goals under the conditions of personal control leads to positive emotional outcome known as feelings of efficacy.

In contrast, the use of reinforcement contingencies to manage another person's behaviors tend to take personal control away from that person and put it in someone else’s hands. These extrinsic controls and incentives have a detrimental, undermining effect on intrinsic motivation and learning.

Shaping - Shaping is commonly defined as rewarding ever closer approximations (successive approximations) of a desired terminal behavior. Positive reinforcement is used immediately following an approximation of the target behavior. Shaping can also be used to decrease a behavior through aversive stimulus. In concern to shaping, reinforcement is constant until the behavior is established, and then to maintain the behavior intermitted reinforcement is applied. In the context of skill building,

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as the learners build their skills they are rewarded for improvement.

Classical conditioning – conditioning involuntary behaviors. 1) Identify unconditioned stimulus (UCS) and unconditioned response (UCR). This means UCS evokes the UCR w/o any previous conditioning. 2) Present a neutral stimulus in the presence of the UCS -> UCR pairing. Based on the frequency and intensity of this association, the neutral stimulus will begin to evoke the response, and is then known as a conditioned stimulus (CS). The UCR now becomes the conditioned response (CR). Thus CS->CR.

Extinction - refers to the elimination or reduction of a learned behavior through a process of disassociating the conditioned stimulus with the conditioned response (in classical conditioning) or by not reinforcing the behavior (in operant and instrumental conditioning). In operant conditioning when a behavior is not followed by a reinforcing stimulus that response becomes weaker and weaker. In classical conditioning, extinction eliminates a behavior by breaking the stimulus-response connection. Behaviors that have been reduced in strength (and eliminated) through extinction are said to be “extinguished.” http://www.sinauer.com/bouton/glossary.html

Operant conditioning – conditioning voluntary behaviors by managing the consequences of a behavior to either increase or decrease the frequency of

that behavior. The relationship between a behavior and its consequence is known as a contingency and contingency management is the implementation of specific types of relationships. There are five contingency management relationships: +S+ (administer something pleasant, positive reinforcement); -S- (take away something unpleasant, negative reinforcement); +S- (administer something aversive); -S+ (take away something pleasant). SD (discriminative stimulus) is the stimulus preceding the occurrence of a behavior and signals that a given contingency is in effect.

A token economy is a behavior modification tool in operant condition that uses tokens to increase desired behaviors and decrease undesirable behaviors. Individuals acquire tokens immediately following the display of a desired behavior. Token economies are one type of contingency management. The tokens are later exchangeable for a something meaningful, such as a privilege or a tangible object.

Positive reinforcement is a contingency management relationship also known as +S+ and refers to the administration of a pleasant reward immediately following a desired behavior. Its purpose is to increase the frequency of the desired behavior.

Vicarious learning is commonly defined as learning through others experiences. It is often said that the most wise of individuals through others’ mistakes. Vicarious learning is truly the

exploitation of others’ knowledge for one’s own benefit.

Unexpected reward is a reward that someone isn’t expecting to receive. It is the opposite of an expected reward, a reward that they are expecting to receive. Research generally shows that learners’ intrinsic motivation is not decreased when presented with unexpected rewards, but is decreased when they are presented with expected rewards. This is because in the later case, the learners do not infer an intrinsic motivator for their behavior, thus leading to learners not wanting to show the behavior again when the reward is removed. That said, however, when endogenous expected rewards are present they have not been shown to reduce intrinsic motivation.

Feelings of efficacy commonly refer to the emotional state that accompanies increases in self confidence. Feelings of efficacy are commonly used in the context of self-efficacy, which refers to an individual’s belief in their capability of accomplishing an action. Positive feelings of efficacy increase confidence in one’s ability to accomplish something. Feelings of efficacy are often conditioned by events in someone’s life.

Controlling effect refers to rewards that have a negative effect on intrinsic motivation and are by learners as an attempt to control or structure their behavior. Conversely, informational effect refers to rewards that have a positive effect on intrinsic motivation.

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Cognitive dissonance theory - people try to obtain internal consistency between their thoughts and actions and that they will change behaviors or interpretations of them when there is dissonance.

Balance theory - Explains whether people will have positive feelings of satisfaction toward each other or not. Like cognitive dissonance theory, balance theory is based in part on the assumption that people strive for consistency among their attitudes, but it predates dissonance theory and is grounded in concepts related to person-environment interactions. If a state of imbalance exists in likes and dislikes then an individual will be motivated to resolve the dissonance.

Equity theory - Inequity creates dissatisfaction, which is comparable to dissonance and results in efforts to reduce these negative feelings.

Perceived equity refers to the perceptions learners have in concern to the distribution of rewards. Learners compare their perceived outputs and inputs (rewards) in relation to others outputs and inputs. Perceived equity is an aspect of equity theory. Perceptions of equity lie in contrast perceptions of inequity. Whereas inequality stimulates dissatisfaction, equality stimulates satisfaction.

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Motivational Design Worksheet 1

Obtain Course Information

Title of instructional unit (course, module, lesson, etc):

Description of content and conditions1. Purpose (major goal or objective) of this unit:2. Brief description (actual or expected) of this unit:3. Is this a new or existing unit? (Check One)

NewExisting

4. What are the logistical considerations of this unit? Will it beTaught Once Taught Many TimesModified Often Modified InfrequentlyTaught Frequently Taught at widely space intervals

5. How much time is there to revise or create this unit of instruction?

Rationale for the Course1. What curriculum need or requirement is supposed to be met by this unit of instruction?2. What are the benefits to the students?3. If this is an existing course, why is it being changed?4. What are the perceived motivational or instructional problems?

Context & Setting1. How does this course relate to other courses taken before or after this one?2. What delivery system (method of presenting the instruction) will be used (e.g. classroom presentation and

discussion, lecture-lab, self-paced print, offsite or remote site classroom or learning center, home study, etc.)?3. What is the existing or likely delivery system for this course (e.g. classroom, lecture-lab, self-paced print, CAI, video,

satellite)?

Instructor information1. Is this an instructor or facilitator led course?

YesNo

2. How much subject matter expertise do you or the other teachers of this course have?3. How much classroom experience do the instructors have, and how much variety in the types of courses they have

taught?4. What kinds of teaching strategies are you or the other teachers familiar and comfortable with?5. What kinds of teaching strategies would be unfamiliar to, or rejected by you or the other teachers?

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Obtain Audience Information

1. Describe the learners (the target audience):2. Is this course for entry level or experienced workers?3. How well do the learners in this class know each other, if at all? For example, will they know each other and have

experience working together, will they be working together after the course even if they weren't before, are they from different work settings? Are they a reasonably homogenous group, or are there distinct subgroups?

Very wellA littleNot at all

Comments:4. What are the learners’ overall motivational attitudes toward instruction; education; their job assignments and their

morale within the workplace?5. What do you expect the students’ general attitudes toward this unit of instruction to be? Is this an elective or a

required unit? Do you expect them to regard this unit of instruction as being useful or of little personal value? Do you expect them to believe it will be difficult or easy, boring or interesting?

6. What kinds of teaching strategies are the students accustomed to (e.g., lecture followed by exercises, collaborative groups, case studies, role plays, self-instructional printed materials, computer-based instruction, etc.)? Do you expect them to have any strong likes or dislikes with respect to various instructional strategies?

7. How useful do students perceive the content of this course to be?Very UsefulSomewhat UsefulNot very UsefulA Complete Waste of Time

Comments:

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Audience Analysis

1. Does this analysis pertain to a whole class or organization, or one subgroup (use separate forms or identify with a label as indicated in instructions)?

2. Based on the information in Worksheets 1 and 2, how do you characterize the audience on each of the following dimensions (describe each and use the graph to portray the results)?a. Attention readiness (the degree to which the audience will be likely to respond with curiosity and attention to

the instructional material):b. Perceived relavance (whether the audience is likely to perceive any personal benefit from the course with

respect to motive or goal attainment):c. Felt confidence (how likely the audience is to feel a comfortable sense of challenge in the course):d. Satisfaction potential (the audiences preconceived ideas about how they will feel about the outcomes of the

course):3. Graph of audience analysis. Use this graph to portray the results of your audience analysis. Draw additional graphs

as necessary for additional subgroups or for individuals.

4. How would you characterize the major versus the minor problems?5. Does the major cause appear to be modifiable? If not, which other conditions might be influenced to improve overall

motivation?6. Is there anything else that should be considered in the audience analysis?

High

Low

Performance

Motivation

Too HighToo Low Acceptable

AHigh

Low

Performance

Motivation

Too HighToo Low Acceptable

Example

CC C

S

R1 R2

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Analyze Existing Material

Use this worksheet to record your analysis of an existing course or set of course materials or of a course you are evaluating in consideration for adopting. If you are using a checklist of some type, you may wish to attach the results of that analysis as supporting information, or substitute those results in their existing format in place of this worksheet.

Instructions: When reviewing existing materials to evaluate their motivational properties there are three questions to consider: Are there motivational tactics in these materials that are appropriate for the audience? Are there motivational tactics in these materials that are inappropriate for the audience? Are there deficiencies in motivational tactics; that is, is there a lack of tactics in areas that were identified in the audience analysis, or areas needed to sustain motivation?

When identifying positive features and problems it is appropriate to refer to the Motivational Tactics Checklist.

1. Attention getting and sustaining features Positive features … … Deficiencies or problematic areas … …

2. Relevance generating features Positive features … … Deficiencies or problematic areas … …

3. Confidence generating features Positive features … … Deficiencies or problematic areas … …

4. Satisfaction generating features Positive features … … Deficiencies or problematic areas …

5. General comments

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List Objectives and Assessments

Directions: Motivational objectives. Brainstorm and list as many as possible that are appropriate for the project, then describe the assessment you will use for each objective. Write all objectives that describe specific changes in the motivational characteristics of the learners that the designer wants to achieve. Note: These are motivational design objectives and they describe the motivational outcomes that the designer wants to achieve with the learners. Motivational objectives conform to the same principles as learning objectives (observable behavior, conditions, and standards [if possible). Assessments. Describe how the designer will determine whether the motivational objective has been accomplished. Formats. Select one of the two formats.

Note: Motivational goals are expressed in the form of objectives (project objectives) that describe attitudes and feelings the designer wants the learners to experience in regard to the overall goals of instruction. These are not affective objectives that describe attitudes and feelings that you want the learners to experience in regard to the goals of the instruction. These are also not instructional/learner objectives. Two types of motivational goals (or objectives): 1) Motivational enhancements designed to overcome specific problems (motivational barriers) described in earlier worksheets. 2) Motivation sustainers designed to sustain motivation.

Overview (of course, lesson, unit or module):

Format 1:Motivational design objectives

List objectives (project objectives, not learning objectives) that describe any desired changes that you wish to bring about in the motivational profile (attitudes) of the learners.

AssessmentsDescribe what measurements or observations the designer will use to determine whether the motivational objectives have been accomplished.

1. 1. 2. 2. 3. 3. 4. 4. Continue as necessary. Continue as necessary.

Format 2:ARCS Categories

Motivational design objectivesList objectives (project objectives, not learning objectives) that describe any desired changes that you wish to bring about in the motivational profile (attitudes) of the learners.

AssessmentsDescribe what measurements or observations the designer will use to determine whether the motivational objectives have been accomplished.

Attention 1.2. …

1.2. …

Relevance 1.2. …

1.2. …

Confidence 1.2. …

1.2. …

Satisfaction 1.2. …

1.2. …

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List Potential Tactics

Brainstorm as many ideas as you can think of that are related to the motivational issues in the situation. Do not overuse tactics. Every new tactic has a novelty effect along with any deeper level of motivational connection that it makes. The mere fact that it is new can stimulate a certain amount of interest. But when the newness wears off, the tactic will continue to be motivating only if it has substantial and meaningful connection with the students' motivational requirements. Event then they will tire of it eventually because a desire for novelty is one aspect of the human motivation. Also, be aware of cognitive orientation as tactics are created. During the brainstorming phase it helps to be open-minded and uncritical. Think outside of the box. Motivational tactics are subordinate to the instructional tactics. The role of motivational tactics is to stimulate and sustain student's motivation to learn.

Note: It is not necessary to mention the strategy the tactic is associated with (i.e., variability, difficulty, goal focus) when listing the tactics.

Motivational tactics for consideration:

ARCS Categories

Beginning During End Throughout(not necessary)

Attention 1. (capture interest) …2. (variability)……

1. (goal focus)…2. (motive matching)……

1.2. …

1.2. …

Relevance 1. (learning requirements)…2. …

1. (expectations)…2. (choice) ….…

1.2. …

1.2. …

Confidence 1. (difficulty)…2. (natural consequences)……

1. (scheduling)…2. (positive outcomes)……

1.2. …

1.2. …

Satisfaction 1.(equity)…2. …

1.2. …

1.2. …

1.2. …

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Select and Design Tactics

Considerations when making final selection of tactics: Amount of instructional time required. Contribution to the instructional objectives. Reasonable amount of development time and cost. Compatibility with the learning styles of the audience Compatibility with the teaching styles of the instructors Judiciousness of use. Consider how novelty wears off, and most important of all, do not try to motivate learners who

are already motivated. If a student is highly motivated, then concentrate on effective instructional design and the maintenance of motivation.

Do not try to motivate learners who are already motivated! In such a case concentrate on effective instructional design and on the maintenance of motivation. Excessive “motivational” enhancements will slow them down and irritate them.

At the end of each tactic list the A, R, C, and S components represented by that tactic.

Beginning … (A) … (A, C) … (C, S)

During … … …

End … … …

Throughout … … …

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Detailed Lesson Plan

Directions:1. When inserting the course title, include course number, reference number, or any other information used the

organization to catalog the course.2. If the course has several distinct modules, or unites, use this block to record the title and overall objective for it.3. The information in this block should be specific. It presents the terminal objective and title for the less being

developed.4. Describe the instructional strategy. This refers to the overall instructional approach used in this lesson. It could be a

straightforward “instructivist” approach following the events of instruction (Gagne, Wager, Golas, & Keller, 2005) or some other version of a “content, example, practice” approach. OR it could be a Socratic Dialog approach experiential learning process, or any one of the many approaches available.

5. Describe the overall motivational strategy. It is based on the audience motivational analysis in Worksheet 3.6. This column is used to list the learning objectives to be accomplished in the lesson. They should be in sequential

order with the enabling objectives listed first and the terminal objective at the end. These provide the outline for the lesson. Include both Intermediate Learning Objectives (ILOs) and Terminal Learning Objectives (TLOs).

7. The content column should contain more than just an outline of topics or keywords. It is best to write actual paragraphs and descriptions of what will be included. This is actually the first step in development. After finishing the detailed lesson plan, it should be fairly easy to begin writing the actual content of the lesson.

8. What kinds of instructional tactics will be used? For each objective and content summary, describe the instructional techniques that will be used. These can include lectures, panel discussions, demonstrations, case analyses, video supplements such as “YouTube” clips, practice activities, self-check quizzes. It is preferable to include short descriptions that include specific detail such as sample instructions and questions than just a one or two world label that identifies the type of activity.

9. This column is where you list the motivational tactics associated with each part of the lesson. It is possible to have a motivational tactic without a corresponding instructional tactic and vice versa. And in still other cases, the two might be intertwined, which is why there is a dotted line between these two columns. For example, the lesson might begin with a motivational tactics such as a thought provoking question that precedes the first episode of instruction. In this case, leave the corresponding part of the instructional strategy column blank. Next, the lesson might contain a case analysis for the purpose of creating a sense of relevance while demonstrating how a given sales technique is conducted. In this case, the description could be contained in the instructional strategy column with a brief note in the motivational tactic column or written across the two columns.

10. It is important in the learning process for both the learner and the instructor to know what is being accomplished. Assessments provide evidence as to what is being learned and can also indicate how the learners feel about the process. Attitudes are important in addition to achievement because they indicate whether the learners will continued to be interested in the topic and will give positive reports of the lesson to others. This assessment column is for you to list formative as well as summative assessments, including self-check quizzes, scoreable practice activities, peer review and feedback activities, and tests.

11. It is helpful, especially in classroom or workshop settings, to list the auxiliary materials that will be used in each part of the lesson. If all of the PowerPoint programs, handouts, web link, easel paper, marking pens… are listed, it helps the instructor to visualize how the material will be taught and to prepare a materials package list.

12. Finally, it is useful to include time estimates for each part of the lesson. Do not underestimate.

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Course Title: 5. Lesson Instructional Strategy Overview:

6. Lesson Motivational Strategy Overview:a. Sustaining strategy:

b. Enhancement strategy:

2. Module Title:Module Objective:

3. Lesson Title:Lesson Terminal Learning Objective (TLO):6. Sequenced Learning Objectives (ILOs & TLOs)

7. Content Outline

8. Instructional Tactics

9. Motivational Tactics

10. Assessments

11. Materials 12. Time Required

1.1 ….1.2 …

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Select and/or Develop Materials

This worksheet provides an outline for planning work and recording the results of decisions. The actual tactics will be developed and integrated into the lesson.

1. Identify existing motivational materials and activities, if any, that will meet needs:2. List instructional tactics or learning activities that support course objectives and can be modified to incorporate

motivational tactics:3. List the items (materials or tactics) that will have to be modified or created to meet the motivational requirements4. Prepare a development schedule (tasks, who, when, how long):5. Describe each of the resulting motivational tactic products (characteristics, time required, special conditions):


Evaluation and Revision

This worksheet is used to summarize the results of evaluation planning and implementation. It does not describe various types of research design or statistical methods. Its purpose is to provide support for the designer in recording the results of the evaluation planning and evaluation outcomes.

1. List the evaluation questions:2. List the evaluation materials to be used (for example, questionnaire, observation, checklist, etc.):3. Describe the evaluation plan (sample, where, when):4. Summarize results:5. List revisions, if any:

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Simplified Motivational Design Process Worksheets

Two formats

Format 1

Directions: Row 1 – list salient characteristics of the learners overall motivation to learn. Row 2 – include designer judgments about how appealing the learning task will be to the learner. Rows 3 & 4 – describe learners expected attitudes toward the medium of instruction and the instructional materials. Based upon the first rows, decide how much motivational support is required and what types of tactics to use.

Simplified Motivational Design for Title of CourseDesign Factors ARCS CATEGORIES

Attention Relevance Confidence SatisfactionLearner characteristicsLearning tasksMediumCourseware characteristicsSummaryMotivational tactics for the lesson

Format 2

Simplified Motivational Design for Title of CourseAnalysis & Design

CategoriesARCS CATEGORIES

Attention Relevance Confidence SatisfactionPrecourse attitudes of students toward instructional methodMidterm attitudes toward instructional methodStudent reactions to this course contentCharacteristics of students support during the courseSummaryExamples of motivational tactics to be used

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Motivational Idea Worksheet

Purpose: To aid in recording or generating ideas for motivational tactics.

This is the SettingSituation (Class):

Audience:

Other Helpful Information:

This is the Situation (Problem)

Here is the Idea!

Motivational Goal (check all that apply)

Attention

__ A.1. Capture Interest: What can I do to capture their interest?

__ A.2. Stimulate: How can I stimulate an attitude of inquiry?

__ A.3. Maintain Attention: How can I vary my approach?

Relevance

__ R.1. Relate to Goals: How can I best meet my learner's goals? Do I know their goals?

__ R.2. Match Interests: How and when can I link my instruction to the learning styles and personal interests of the learners?

__ R.3. Tie to Experiences: How can I tie the instruction to the learner's experiences?

Confidence

___ C.1. Success Expectations: How can I assist in building a positive expectation for success?

__ C.2. Success Opportunities: How will the learning experience support or enhance the students' beliefs in their competence?

___ C.3. Personal Responsibility: How will the learners clearly know their success is based on their efforts and abilities instead of luck or instructor bias?

Satisfaction

__ S.1. Intrinsic Satisfaction: How can I encourage and support their intrinsic enjoyment of the learning experience?

__ S.2. Rewarding Outcomes: What will provide rewarding consequences to the learner's successes?

__ S.3. Fair Treatment: How can I build learner perceptions of fair treatment?

Tactic DescriptionTactic 1: Based on (e.g. A.1, R.3 or C.2) & describe tactic.

Tactic 2:

(continue on other side)Author: _____________

Result: (How well did this idea work? Are there any special things to do or watch out for?)

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Potential Motivational Strategies

Purpose: This checklist is used to assess the motivational characteristics of existing or planned instructional materials in relation to a particular audience. The results of the analysis are used to identify revisions to existing materials or specifications for new materials, with respect to their motivational appeal.

Description: The items in the IMMC consist of a list of features that can influence the motivational appeal of instructional materials. However, it is never appropriate to use these features without reference to the characteristics of a specific audience, and to the context in which they will be used. Consequently, the checklist asks three questions about each item in relation to the audience and the materials:

1. Is this feature important for this audience?2. Is this feature a function of these materials?3. Is this feature satisfactorily exemplified in these materials?

The responses to these questions lead to one of four decisions:

1. Take no action; the materials are okay (or, the feature does not require development).2. Consider dropping (i.e. deleting) this feature from the existing or planned materials.3. Consider adding this feature to the existing or planned materials.4. Examine other parts of the lesson or course for the presence and effectiveness of this feature.

Y - - - - - - - - - - - - - - - - - - XN - - - - - - - - - - - - -<

N - - - - - - - - X[Given Feature] - - - - <

Y- - - - - -- - - XY - - - - - - <

Y - - -< N- - - - - - - - - - - - - - - - - - - - - - - - - - - - - XY- - - - - - - - - - - - - - - - - - X

N- - - - - - <N- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - X

Important for this audience?

A function of these materials?

Exemplified in these materials?

No action.

Consider dropping. Consider

adding strategy.

Examine rest of course.

MOTIVATIONAL DESIGN

Attention

A1. Perceptual arousal (concreteness)

What can I do to capture their interest?

1. Are there references to specific people rather than “mankind”, “people”, or other such abstractions?

2. Are general principles, ideas, or other abstractions illustrated with concrete examples or visualizations?

3. Are complex concepts or relationships among concepts made more concrete by use of metaphors or analogies

4. Are items in a series presented in a list format rather than paragraph format?5. Are step-by-step procedures or relationships among concepts made more concrete by use of

flow charts, diagrams, cartoons, or other visual aids?

A2. Inquiry arousal (curiosity arousal)

How can I stimulate an attitude of inquiry?

1. Are topics introduced or develop problematically (i.e. is a sense of inquiry stimulated by presented a problem which the new knowledge or skill will help solve)?

2. Is curiosity stimulated by provoking mental conflict (e.g. facts that contradict past experience; paradoxical examples; conflicting principles or facts; unexpected opinion)?

3. IS a sense of mystery evoked by describing unresolved problems which may or may not have a solution?

4. Are visuals used to stimulate or create mystery?

A3. Variability

How can I maintain their attention?

Variation in Format

1. Is white space used to separate blocks of information (text and/or illustrations)?2. Are a variety of typefaces used to highlight titles, quotes, rules, key words, etc?3. Are there variations in layout (e.g. variation in spatial location of blocks of information)?4. Are there variations in types of material (e.g. alterations between blocks of text, figures, tables,

pictures, etc.)?

Variation in Style and Sequence

5. Is there variation in writing function (e.g. exposition, description, narration, persuasion)?6. Is there variation in tone (e.g. serious, humorous, exhortation)?7. Is there variation in the sequence of the elements of the instruction (e.g. is a sequence such as

‘introduction’, ‘presentation’, ‘example’ varied by changing the order, adding an extra exercise, etc.)?

8. Is there variation between content presentations an active response events (e.g. questions, problems, exercises, puzzles)?

Relevance

R1. Goal orientation

How can I relate the instruction to the learners’ goals?

MOTIVATIONAL DESIGN

Present Worth

1. Is the immediate benefit of the instruction either stated or self-evident?

2. Are comments, anecdotes, or examples included that stress the intrinsic satisfaction of the subject of instruction?

Future Value

3. Are there statements describing what the learner will be able to do after finishing these instructional materials?

4. Are some of the examples and exercises clearly related to the knowledge and skills that the students will need in the future?

5. Is the student told how the successful accomplishment of this instruction is related to future goal accomplishment (e.g. is success in this instructional situation important for admission to subsequent courses, selection of a major area of study, or admission to advanced levels of study, salary increase, job retention, or promotion)?

6. Is the learner told how this instruction will improve his or her general life coping skills?

7. Is the learner encouraged to think of this instruction as contributing to the development of an intrinsically interesting area of study and development?

R2. Motive Matching

How and when can I link my instruction to the learning styles and personal interests of the learners?

Basic Motive Stimulation

1. Is personal language used to make the learner feel that he or she is being talked to as a person?

2. Are examples (anecdotes, statistics, etc.) provided that illustrate achievement striving and accomplishment?

3. Is the learner encouraged to visualize that illustrate the feelings associated with achievement?

4. Is the learner encouraged to visualize the process of achieving and succeeding, and the feelings associated with it?

5. Are exercises included that allow for personal goal setting, record keeping, and feedback?

6. Are exercises included that require cooperative work groups?

7. Are puzzles, games, or simulations included that stimulate problem solving, achievement striving behavior?

8. In the exercises (including puzzles, games, and simulations), are the learners encouraged to compete against each other, or preferably, themselves (i.e. trying to beat their own record), or against a standard?

Role Models

9. Are there anecdotes about noteworthy people in the area of study, the obstacles they faced, their accomplishments, and the consequences?

10. Are there examples, testimonials, etc., from persons who attained further goals after successfully completing the course of instruction?

11. Are there references to, or quotations from, people who can convincingly describe the benefits of the particular skill/knowledge area?

R3. Familiarity

MOTIVATIONAL DESIGN

How can I tie the instruction to the learner’s experiences?

Connection to Previous Experience

1. Are there explicit statements about how the instruction builds on the learner’s existing skills or knowledge?

2. Are analogies or metaphors used to connect the present materials to process, concepts, skills, or concepts already familiar to the learner?

Options for Individualization

3. Is the learner given choices in the content of the assignment (e.g. is the learner allowed to choose examples and topics of personal interest for at least some of the assignments)?

4. Is the learner given choices in the type of assignment (e.g. is the learner allowed to select from a variety of means to accomplish a given end)?

MOTIVATIONAL DESIGN

Confidence

C1. Learning Requirements

How can I assist in building a positive expectation for success?

1. Are there clear statements, in terms of observable behaviors, of what is expected of the learners as evidence of successful learning?

2. Is there a means for learners to write their own learning goals or objectives?

C2. Positive Consequences

How will the learning experience support or enhance the students’ beliefs in their competence?

Challenge Level

1. Is the content organized in a clear, easy to follow, sequence?

2. Are the tasks sequenced from simple to difficult within each segment of the materials?

3. Is the overall challenge level (reading level, examples, exercises) appropriate for this audience?

Anxiety Reduction

4. Are the materials free of “trick” or excessively difficult questions or exercises?

5. Are the exercises consistent with the objectives, content, and examples?

6. Are methods for self-evaluation, such as answers to exercises, provided?

7. Is conformational feedback provided for acceptable responses, and corrective feedback provided for responses that do not meet criteria?

C3. Personal Responsibility

How will the learners know their success is based on their efforts and abilities?

1. Are learners given choices in sequencing; i.e. how they can sequence their study of different parts of the material?

2. Are learners allowed to go at their own pace?

3. Are learners given choices among ways of demonstrating their competency (i.e. alternative methods of exercising and testing)?

4. Are learners given opportunities to create their own exercises or methods of demonstrating competency?

5. Are learners given choices over work environment; i.e. working in a room with other people, or away from other people?

6. Are learners given opportunities to record comments on how the materials could be improved or made more interesting?

MOTIVATIONAL DESIGN

Satisfaction

S1. Intrinsic Reinforcement

How can I encourage and support their intrinsic enjoyment of the learning experience?

Positive Recognition

1. Is the student given opportunities to use a newly acquired skill in a realistic setting as soon as possible?

2. Is there verbal reinforcement of the learner’s intrinsic pride in accomplishing a difficult task?

3. Do the materials include positive enthusiastic comments which reflect positive feelings about goal accomplishment?

4. Are there opportunities for learners who have mastered a task to help others who have not yet done so?

5. Are there acknowledgements of any actions or characteristics that were necessary for success?

6. Are there acknowledgements of any risks or challenges that were met?

Continuing motivation

7. Is information provided about areas of related interest?

8. Are learners asked, or informed, about how they might continue to pursue to their interest the topic?

9. Are learners informed about new areas of application?

S2. Extrinsic Rewards

What will provide rewarding consequences to the learner’s success?

1. Are games with scoring systems included to provide an extrinsic reward system for routine, boring tasks such as drill and practice?

2. Are extrinsic rewards used to reinforce intrinsically interesting tasks in an unexpected, non-controlling, manner?

3. Are public congratulations given for good performance?

4. Are students given personal attention while working to accomplish the task, or after successful task accomplishment?

5. Are reinforcements used frequently when learners are trying to master a new skill?

6. Are reinforcement used more intermittently as learners become more competent at a task?

7. Are threats and surveillance avoided as means of obtaining task performance?

8. Are certificates or “symbolic” rewards used to reward success in individual or intergroup competition, or at the end of a course?

S2. Equity

How can I build learner perceptions of fair treatment?

1. Are the content and types of problems in the final exercises and posttests consistent with the

MOTIVATIONAL DESIGN

knowledge, skills, and practice exercises in the materials?

2. Is the level of difficulty on final exercises and posttest consistent with preceding exercises?

fsu - learner motivation guide

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