Online Instructional Design Workshop for Distance and Flexible Learning

Katsuaki SUZUKI, Ph.D. Mail: ksuzuki@soft.iwate-pu.ac.jpWebsite: http://www.et.soft.iwate-pu.ac.jp/english

Professor, Iwate Prefectural University (IPU), JAPANJICA Shortterm Expert (Online Instructional Design)for ICT Capacity Building at USP

with an assistance ofJunko Nemoto, Research Associate, IPU, JAPAN

Oct. 18 – Nov. 5, 2004Distance and Flexible Learning Support CentreUniversity of South Pacific, FIJI

A Gift for You…please take one.

What is this?

Why is this free?

A Free Pocket Tissue

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Picture of a tissue

Picture of a tissue

Picture of I&A of DFL material

What are in common?What are the differences?

Pictures of tissue and I&A

Why people are willing to receive advertisement tissue?

Why would DFL students pay $40.00 to receive DFL materials?

Maybe You have a problem of Student Motivation

Do they really want to learn?Is the DFL material worth $40.00?Why the students quit in the middle,

if they are willing to pay $40.00 to start a course?

Motivation: Challenge for AllNot only for the students…

Is anyone motivated all the time, to accomplish whatever you need to do?In e-Learning: Iteration rate is the biggest problem (more than 50% quit before finish)USP Students: why don’t they keep studying until they finish with Grade A?USP Teachers: why don’t they try to teach well, provide more care for students?DFL staff: why don’t they try to deliver better materials?Keller’s ARCS Model: the solution for any (all) motivational problem! Highly

Recommended!

Workshop Day One: Motivational Design

Prof. John M. Keller

Mission One: Let’s make your DFL material more appealing to the students!Learning Objective: You will be able to apply Keller’s ARCS motivational model to enhance DFL materials.Outcome: A list of ideas for revising DFL materials for motivational enhancement.Criteria: Each group will list at least ten (10) ideas for revision, of which a half of the listed ideas are possible and realistic for next production.

Day One: Motivational DesignGroupwork 1-1: Let’s make your DFL material more appealing: Motivational Problem Analysis

What are motivational obstacles DFL students are facing?How DFL materials can be of their help?

--Morning Tea Break--Lecture 1: Keller’s ARCS motivational design modelGroupwork 1-2: ARCS Motivational enhancement analysis : A revision Plan

９：４５－１０：００Groupwork 1-1: Motivation Problem AnalysisWhat are motivational obstacles DFL students are facing?(30min discussion, then group presentations)

How DFL materials can be of their help?Imagine likely situations of DFL students (as

if you were the one). What obstacles you would wish to be removed, so as to be getting started in studying and keep going, until you are successful to get credits?

In Worksheet 1, make a list of possible motivational problems (as many as your group can; bring in ideas and brainstorm).

When possible, add solutions to the problems.

Student information: they are at loss, they don’t know what to do.Books are not user friendly…: writer should be talking in the book, not writing; speaking and writing (3)Print quality of readings are quite poorNo Glossary provided: should be in the study guideToo much text, lack of other mediaLevel of language, too advanced, English should be plainLevel of Difficulty of course contents; they are not Expert in NASANot interactive, not involving features in the textVarying Educational background and abilitiesLack of Instructional Design: Readings are not well designedNot clear what part to focus on, not enough directionsPoints made by completing an assignment is too low (e.g., 5 points)Lack of connection of assignment to the objectives (assignment sometimes go off the target)Tutors don’t show up to audio tutorial. Students may come long way for attending.Their feeling “DFL is the second class” ; not enough attention to them, not enough careIsolation: no one to talk to, books should be stand-alone to help studentsPersonal problems; death in a family under divorce, accident, job loss, etc.Lack of infrastructure support: power, transport, waterLimited access to available support; tutorials, PCs, etc.Student skills of time management and study skills (2)Assessment: more time should be allowed than on-campus students, scheduling of the assignment (no assignment in Week14)Delay of receiving course materials and feedback on assignmentsInflexible administrative policies; no materials until they pay fee; Materials not received on time

Lecture 1: Keller’s ARCS motivational design model

Will start after Morning Tea Break…

Presentation in another file

Groupwork 1-2: ARCS Motivational enhancement analysis : A revision Plan(30min discussion × 2 + Group Presentations)

11：30－11：50

Groupwork 1-2a: Motivational Problems Classified into ARCS Categories

State the ideas for motivational enhancement (possible solutions) to problems.

Which enhancement belong to A, R, C, S (which subcategory, A-1, A-2, A-3, etc.)?

Use the right-most column of the Worksheet 1 for ARCS categorization.

Groupwork 1-2b (Later) : Which motivational enhancements are necessary?

Groupwork 1-2b: Which motivational enhancements are necessary?(30min discussion, then group presentations)

11：50－12：10

Among the ideas for motivational enhancement, which are the really needed ones? Are they all really necessary?

Do we try to motivate students who are already motivated (wasting their time)?

Select the most needed motivational revision(s) for DFL materials, and discuss the reason(s) why.

Use the left-most column of Worksheet 1 for priority check.

Motivational enhancement: Ideas

Increase interactivity in materials: use radio PacificaPush back deadlines, enforce strict deadlinesUse more graphics in materials; use multi-mode, relevant mediaPutting pop-ups, graphics, add colors, story format like novels, activities and feedbacks, Greater freedom to edit the materialsDraw a more effective, efficient workflowProduce a study guide and counseling at centers who need study skills and time managementMore flexible in learning space and study modeMake the text more user-friendly, use concrete examplesC2: Match the level of learning materials to the learning requirement. Reduce unrelated materialsImprove access to learning resources, especially for working studentsIncluding reflections from past students in the materials for solving isolation problem (feeling of part of group)Training the writers for better quality materials; they don’t know how to teach on-line; plain languageLet the students read Student information bookletA course teaching time management skills should be addedAdd Relevant examples/materials for each unit; relevant to the students of USP, not somewhere elseAssignment after week 14 should be the rule throughout all the courses

Reflection: Are you satisfied with attending ID workshop Day 1?

Outcome: A list of ideas for revising DFL materials for motivational enhancement.Criteria: Each group will list at least ten (10) ideas for revision, of which a half of the listed ideas are possible and realistic for next production.Discussion: Did the ARCS model help you in the process of clarifying the problems and coming up with good solutions?

I hope your answer is YES.I will explain what to expect for Day 2 and after.

What to expect for Day 2 and beyond of ID workshop

Picture of relationship between DFL operation & workshop