interaction, engagement and motivation. welcome o facilitator name position at university contact...
TRANSCRIPT
LEARNING OUTCOMESBy the end of this module, you should be able to:o Describe several strategies for improving
interaction and engagement in your courseo Analyze the four major conditions for motivation
according to Keller’s ARCS Model o Develop strategies for improving student
motivation for learning
ACTIVITY 1: EQUIVALENCY THEOREM DISCUSSION
o “Deep and meaningful formal learning is supported as long as one of the three forms of interaction is at a high level.”
o “High levels of more than one of these three models will likely provide a more satisfying educational experience”
(Anderson, T., 2003)
EQUIVALENCY THEORY RE-EXAMINEDo The value students place on different modes of
interaction depends on many factors (eg. mode of delivery, course subject).
(Anderson, T., Miyazoe, T., 2010)
STUDENT-STUDENT INTERACTION (ONLINE)
o Discussion forums • “Social Café” – for informal communication• Guided discussions (e.g. online debate)
o Web conferencing o Peer reviews o Group collaboration and presentations
STUDENT-CONTENT INTERACTION EXAMPLE OF AN INTERACTIVE ONLINE LESSON
Intro Video Learning Outcomes
Mini Video Lecture 1 Mini Quiz 1
Mini Video Lecture 2Reading
Poll/Survey based on Reading
Video
Video Response
Mini Video Lecture 3 Mini Quiz 2 Lesson Wrap-
Up
GROUP ACTIVITY 2: INTERACTIONo Group 1: Student-Studento Group 2: Student-Contento Group 3: Student-Teacher
Discuss and develop strategies for improving the assigned mode of interaction in the course
REFLECTIONo Can you think of a learning activity from a course
you teach or have attended where students were very engaged in the learning process?
o While watching the video, did you recognize a teaching strategy that you could implement in your course design to further increase the level of engagement of your students?
2. MOTIVATION FOR LEARNING
• Why motivate?• Primary motivational
states• Keller’s ARCS model for
influencing learners’ motivation
WHY MOTIVATE?“One of the most important tasks as teachers is to inspire and motivate students. We want them to embrace the course material, to enjoy and appreciate our academic discipline, and to be excited about the intellectual life”(Boyle, Rothstein, 2008)
FOUR PRIMARY MOTIVATIONAL STATES
Skill
Challenge
LOW SKILL HIGH SKILL
LOW CHALLENGE
apathy boredom
HIGH CHALLENGE
anxiety flow
A STATE OF OPTIMAL EXPERIENCE: “FLOW”
“FLOW occurs when an individual is engaged in a task that is perceived as challenging and that the individual feels in possession of sufficient skill to complete.”
(Csikszentmihalyi, 1993)
HOW TO MOTIVATE? FOUR MAJOR CONDITIONS FOR MOTIVATION
oAttentionoRelevanceoConfidenceoSatisfaction
According to John Keller’s ARCS model http://www.arcsmodel.com/
ATTENTIONo Attract and maintain students’ interesto Catch student’s attention by changes in
instructional format, medium of instruction, layout and design of material, changes in interaction patterns
o Promote frequent engagement in problem-solving activities
o Increase student participation
RELEVANCEo Tell learners how they will apply their existing
skills in the new learning taskso Relate learning to prior experienceo Explain why what they are learning should be
important to themo Explicitly relate instructional goals to the
learner’s future activities
CONFIDENCEo Clearly state the learning goals o Incorporate self-evaluation tools and provide
explanation of the criteria used for evaluationo Sequence learning material in order of increasing
difficultyo Point to strategies for planning the work
productivelyo Ensure that learners know their success will be a
product of their effort
SATISFACTIONo Let students use their skills in realistic settings as
soon as possibleo Allow students who have mastered a task to help
students who are falling behindo Support student success with motivating
feedback immediately following task performance
o Schedule frequent reinforcement at first and intermittent reinforcement later
GROUP ACTIVITY 3: MOTIVATIONo Group 1: Attentiono Group 2: Relevanceo Group 3: Confidence
Discuss and develop strategies for improving the assigned condition for motivation in the course
SUMMARYo Create opportunities for interaction and
engagement through different modes of interactiono Keep an active presence so learners feels connected
and supportedo Motivate students to enhance their learningo Build learners’ interest in learning and confidence in
their abilities to help move them toward the ideal motivational state of flow and prime them for further learning
REFERENCES1. Anderson, T. (2003). Getting the Mix Right Again: An updated and
theoretical rationale for interaction. The International Review of Research in Open and Distance Learning. 4 (2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230.
2. Anderson, T., Miyazoe, T. (2010). The Interaction Equivalency Theorem. Journal of Interactive Online Learning, 9 (2), 94-104. Retrieved from http://www.ncolr.org/jiol/issues/pdf/9.2.1.pdf.
3. Boyle, E., Rothstein, H. (2008). Essentials of College and University Teaching: A Practical Guide. 3rd ed. Vancouver, BC: Proactive Press.
4. Csikszentmihalyi, M. (1993). The Evolving Self: A Psychology for the Third Millennium. New York, NY: HarperCollins.
5. Edith Cowen University, Centre of Learning and Development. What is Active Learning? Retrieved from
http://intranet.ecu.edu.au/__data/assets/pdf_file/0005/491189/AEL-What-is-Active-Learning-Summary-video.pdf
REFERENCES6. Harvard Magazine. (2012, February 9). Eric Mazur shows interactive
teaching. Retrieved April 9, 2014, from http://www.youtube.com/watch?v=wont2v_LZ1E.
7. Keller, John. (2013, September 17). John Keller’s ARCS model. Retrieved from http://www.arcsmodel.com/.
8. Northwest Iowa Community College. (2011, February 8). What is Active Learning? Retrieved April 9, 2014, from
http://www.youtube.com/watch?v=UsDI6hDx5uI.9. Smith, P.L, Ragan, T.J. Promoting Interest and Motivation in Learning.
Retrieved from http://higheredbcs.wiley.com/legacy/college/smith/0471393533/web_chaps/wch03.pdf.