m phil hse mirta

M. Phil HSE IIe-Learning Module

2010M. Garcia-Jardón

St. 15814505

According to Wikipedia: “e” = exciting, enthusiastic

According to myself, I dare to say “e” stand also for “electronic” way of learning – and teaching.

Distribution (Behaviorism):Ways of interaction between students & educatorsE-MailSMSWebsites (Blackboard) You TubeBlog

Interaction (Cognitivism):

Blogs Google groups

Collaboration (Constructivism):

BlogsGoogle docsGoogle groups

Component Display Theory (M.D. Merrill) at:http://tip.psychology.org/merrill.html

http://itsinfo.tamu.edu/News___Events/Teaching___Technology_Newsletter.php

What is Motivational Design?What is meant by motivational design? What are some of the motivational concepts and theories that have a motivational design component?What is the ARCS Model?What are its overall characteristics? Is it a theory or just a model?What Are the Elements of Learner Motivation?The acronym ARCS stands for Attention, Relevance, Confidence, and Satisfaction. What are the specific properties of each category?What is the ARCS Motivational Design ProcessWhat are the steps and key issues in the ARCS design process? To what kinds of problems can you apply it?

Motivational design by J. Keller

-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.

Table 1 ARCS Categories

AttentionRelevance Confidence Satisfaction

A1 Perceptual arousalA2 Inquiry arousalA3 Variability

R1 Goal orientationR2 Motive matchingR3 Familiarity

C1 Learning requirementsC2 Success opportunitiesC3 Personal control

S1 Intrinsic reinforcementS2 Extrinsic rewardsS3 Equity

- Keller, J. M. (1987a). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2 – 10.

- Keller, J. M. (1987b). Strategies for stimulating the motivation to learn. Performance & Instruction, 26(8), 1-7.

- Keller, J. M. (1999). Motivation in cyber learning environments. Educational Technology International, 1(1), 7 – 30.

ARCS Design Process A systematic problem solving approach. It requires knowledge of human motivation. It progresses from learner analysis, to solution design.

The process includes:

- Knowing and identifying the elements of human motivation- Analyzing audience characteristics to determine motivational requirements- Identifying characteristics of instructional materials and processes that stimulate motivation- Selecting appropriate motivational tactics - Applying and evaluating appropriate tactics

-Keller, J. M. (1987a). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2 – 10.

- Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26(9), 1-8.

- Keller, J. M. (1999). Motivation in cyber learning environments. Educational Technology International, 1(1), 7 – 30.

Instructional Design (ADDIE)

• Analyze

• Design

• Develop

• Implement

• Evaluate

Task: OUR ASSIGNMENT

• Think of a discussion topic that would enable learning of a key area

• Write a webpage giving the instructions for the discussion

• Title• Aim• Grade• Deadline / timeframe• Instructions

• Upload/add the webpage to our learning module

Tasks:

• Create a discussion group where this discussion can take place

Web-studies:

• I have to design an on-line short course for post graduate students on HIV/AIDS.

• As part of the module I need to involve the students in an on-line discussion

Design: Learning OutcomesShort course in Pathology of HIV/AIDS

• At the end of the module, the students will be able to:• Assess and interpret the results of reported HIV/AIDS

related conditions by biopsies or post-mortem• Classify and understand HIV/AIDS related disorders in

all organs and systems.• Understand ethics on disclosure HIV/AIDS related

conditions in a professional, confident and competent way.

Design: Content outline

Week Topic Specific Tasks

1 Introduction to the topic

Students to review the links and bibliography.

2 Consultation Students to interact among themselves and consult facilitator online

3 – 4 Gathering reports to comment on

Students to discuss on the gathered reports and reflect on results

5 - 6 Exchange impressions on findings and feed-back on the module

Reflect on collected findings and feed-back on the module

Outline of the Module

Design: Select web tools

Create a learning community not electronic textbooks

Focus on the learning process instead of the technology

To be continued. . .