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A Brief Overview By Elaine Bontempi, Ph.D. Instructional Design & Distance Learning

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What is it? Why use it? Asks Three Basic Questions Where are we going? (Analysis) How do we get there? (Design) How do we know weve arrived? (Evaluation) Instructional Design

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Dick & Carey Model Assess Needs To Identify Goals Write Performance Objectives Develop Assessment Instruments Develop Instructional Strategy Develop & Select Instructional Materials Design & Conduct Formative Evaluation Design & Conduct Summative Evaluation Revise Instruction Conduct Instructional Analysis Analyze Learners & Contexts

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Smith & Ragan ContextLearnersTask Determine Organizational Strategies Delivery Strategies Management Strategies Write & Produce Instruction Conduct Formative Evaluation Revise Instruction Write Test Items AnalysisStrategyEvaluation

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ADDIE Model

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WBID Model Analyze Evaluation Planning Full Implemen- tation Summative Evaluation & Research Formative Evaluation Develop- ment Initial Implemen- tation Design Concurrent Design

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Front End Analysis Context Analysis Substantiate need for instruction Describe learning environment (computers, equipment, access to instructors, resources, etc) Learner Analysis Who are your learners? (age, demographics, etc) What are their experiences/capabilities/skill levels/language? Learning Task Analysis (content) Write Instructional Goal Determine type of learning goals (Gagne) Information processing analysis of goal Prerequisite analysis of goal Write Performance Objectives for goal and each of the pre-requisites Analysis

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Are there learning goals that are not being met by our students? Is existing instruction being delivered efficiently? Has the program hired and retained competent staff? Is instruction unappealing, and therefore, impeding the motivation, interest, and perseverance of learners? Is instruction for unreached learning goals being presented already? Should new learning goals be added to the curriculum? Has there been a change in the composition of the learner population? Determining the Need for a Needs Analysis

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Three Component Objectives: Terminal behavior/performance Conditions of demonstration of the behavior Performance statement or criterion Writing a Performance Objective

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Given a short essay exam, students will provide a response to each question with at least 70% accuracy. Assigned to a virtual team and a motivational case, students will identify the motivational problems, and provide an intervention strategy based upon at least two of the motivational theories discussed in class. Examples of Performance Objectives

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Organizational Strategy Introduction Body Opportunities for practice with feedback Conclusion Assessment Assessment Delivery Strategy Selection of technological tools Management Strategy How will you manage your online courses? Development of Instructional Strategies

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Examples of Organization of Material in DL Courses http://www.ou.edu/cls/online/lstd2333/ http://www.ou.edu/cls/online/lstd2700pd/ http://www.ou.edu/cls/online/lstd5790motivation/ http://www.learn.ou.edu http://www.excelsior.edu

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Some estimated attrition rates between 30-70% (Bouhnik & Marcus, 2006;Tyler-Smith, 2005)Tyler-Smith, 2005 Personal motivation cited as #1 contributor to attrition in D.L. (instructional design was listed as 2 nd ) (Tyler-Smith, 2005) Isolation is a major problem in D.L. Self regulation an issue Why is Motivation Important in Distance Learning?

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Kellers ARCS Flow (Csiskszentmihalyi, 1990) Intrinsic & Extrinsic Motivation/SDT (Deci & Ryan) Goals (Dweck & Elliot) Cultural Diversity (Ogbu) Motivational Theories

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Attention Relevance Confidence Satisfaction KELLERS ARCS MODEL

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Example Application of Kellers ARCS Model Attention1. Incongruity & Conflict: Use contradictions; play devils advocate. 2. Concreteness: Use visual representations, anecdotes and biographies. 3. Variability: Change instructional format, media, layout and design, novel stimuli, images, audio files, etc. 4. Inquiry: problem solving activities/Case Studies 5. Participation: games, simulations, case studies, collaborative activities, discussion boards/chats/social networking 7. Novel Stimuli: video clips/YouTube/PBS online documentaries/audio clips/podcasts/Flickr/ Relevance1. Experience: connect new learning w/ existing knowledge; relate to learner interests 2. Present Worth: explicitly state the current value of the instruction 3. Future Usefulness: Relate instruction to future goals 4. Modeling: Peer-modeling, etc. 5. Assessment: e-portfolios, journal activities, research projects Confidence1. Learning Requirements: Advise students of requirements (goals/objectives) 2. Difficulty: sequence activities in increasing difficulty 3. Self Confidence: Foster using confidence strategies Satisfaction1. Natural Consequences: Allow students to use newly acquired skills in realistic, successful settings. 2. Unexpected Rewards: Include student expectation of extrinsic reward (for boring tasks only) or use a surprise reward 3. Positive Outcomes: Provide feedback, praise, personal attention, motivation-immediately

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Proposes distinctions between intrinsic and extrinsic motivations. Based upon several mini theories including: CET OIT BNT SELF DETERMINATION THEORY (Deci & Ryan)

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Behavior Non-Self Determined Self Determined Motivation Regulatory Styles Perceived Locus of Causality Relevant Regulatory Processes Amotivation Non-Regulation Extrinsic Motivation External Regulation Introjected Regulation Identified Regulation Integrated Regulation Intrinsic Motivation Intrinsic Regulation Impersonal External Somewhat Somewhat Internal Internal External Internal Nonintentional, Compliance Self-Control Personal Congruence, Interest Non-valuing, External Ego- Importance Awareness Enjoyment, Incompetence, Rewards & Involvement, Conscious Synthesis Inherent Lack of Control Punishments Internal Valuing With Self Satisfaction Figure 1. The Self-Determination Continuum Showing Types of Motivation with their Regulatory Styles, Loci of Causality, and Corresponding Processes. From Self-determination theory and the facilitation of intrinsic motivation, social development, and well being, by R.M. Ryan and E.L. Deci, 2000, American Psychologist, January, p. 72

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Asynchronous (choice in time/schedule) Assignments Team members Always on or anytime anywhere SDT and DL: Need for Autonomy

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Mastery oriented learning Human Information Processing (chunking) Flow Practice with feedback SDT & DL: Need for Competence

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Social Networking Ning.com SKYPE Yackpack RecordPad iPod Del.icious.com Flickr SDT & DL: Need for Relatedness

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Flow: the state in which people are so intensely involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at great cost, for the sheer sake of doing it. Flow is a function of two variables: Perceived challenges Perceived skills Flow Theory (Csikszentmihalyi, 1990)

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Flow Theory & DL Learners need to operate a complex system, so the feeling of control and the degree of interactivity are important. Liao (2006) found that: 1.Interactivity has the greatest effect over flow experiences in a DL environment 2.The type of interactivity matters: 1.Learner-Instructor Interaction = positive relationship 2.Learner-Interface Interaction = positive relationship 3.Learner-Learner Interaction = no relationship

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Evaluation Stage has two parts: Formative Evaluation Summative Evaluation Evaluation

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Effectiveness Efficiency Appeal & Usability Evaluation Criteria

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4 Main Areas for Review Instructional Goals Instructional Content Technology Message Design Formative Evaluation

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3 Main Questions Based Upon 3 Evaluation Criteria: Effectiveness Efficiency Appeal/Usability Formative Evaluations

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Note: Table from David-Shivers & Rasmussen (2006). Web-Based Learning: Design, Implementation, and Evaluation. Saddle River, NJ: Pearson

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Note: Table from David-Shivers & Rasmussen (2006). Web-Based Learning: Design, Implementation, and Evaluation. Saddle River, NJ: Pearson.

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Simplest methods Testing, questionnaires, surveys, expert and end-user reviews, observations Justify methods/tools Samples of the actual instruments Example: https://eval.ou.edu/https://eval.ou.edu/ Evaluation Methods?

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Types of Evaluation Design True Control Group Pre/Post Post-test only Non-Equivalent Control Group Single Group Time-Series Pre-test/Post-test

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References Bouhnik, D. & Marcus, T. (2006). Interaction in distance-learning courses. Journal of the American Society for Information Science and Technology, 57 (3), pp 299-304. Chatham-Carpenter, A., Seawel, L., & Raschig, J. (2010). Avoiding the pitfalls: Current practices and recommendations for e-portfolios in higher education. Journal of Educational Technology Systems, 38(4), pp. 437- 456. Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper and Row. David-Shivers & Rasmussen (2006). Web-Based Learning: Design, Implementation, and Evaluation. Saddle River, NJ: Pearson Deci, E. L., & Ryan, R. M. (2000). The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268. Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional-design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates. Keller, J. M. (1984). The use of the ARCS model of motivation in teacher training. In K. Shaw & A. J. Trott (Eds.), Aspects of Educational Technology Volume XVII: staff Development and Career Updating. London: Kogan Page. Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2-10. John Kellers Official ARCS Model WebsiteJohn Kellers Official ARCS Model Website Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: A dialectical framework for understanding socio-cultural influences on student motivation. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 31-60). Greenwich, CT: Information Age Press. Smith, P. & Ragan, T. (2004). Instructional Design (3 rd Ed). Wiley/Jossey-Bass. Tyler-Smith, K. (2005). Early Attrition among First Time e-Learners: A Review of Factors that Contribute to Drop- out, Withdrawal and Non-completion Rates of Adult Learners undertaking eLearning Programmes. Journal of Online Learning and Teaching. Found online: http://jolt.merlot.org/Vol2_No2_TylerSmith.htmhttp://jolt.merlot.org/Vol2_No2_TylerSmith.htm Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic role of intrinsic goals and autonomy-support. Journal of Personality and Social Psychology, 87, 246-260.