E-Lesson+Draft+2

2nd Draft

**Title:** Pragmatic strategies and techniques to enhance motivation in elearning ﻿simplified

** Asynchronous Lesson Plan: **
**Pre-activity** 1) Prepare a BlackBoard contents note by Wednesday 18th May that includes: **Asynchronous - Building Prior Knowledge**
 * Core Readings required for lesson (these to be uploaded to Blackboard)
 * References to Optional reading and link
 * [[image:http://c1.wikicdn.com/i/edit.png height="37" caption="Edit This Page" link="http://edpc5003groupassignment.wikispaces.com/page/edit/1.%20Introduction%20Activities"]]

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 * Do a "teaser"? Use twibe to thank students for responding to the survey and provide them with a link taking them to the graphs of the results.
 *  Readings: []
 * Astleitner, Hermann; Hufnagl, Manuela (2003). **The Effects of Situation-Outcome-Expectancies and of ARCS-Strategies on Self-Regulated Learning with Web-Lectures**. Journal of Educational Multimedia and Hypermedia, Vol. 12, 2003
 * Carson, C H. (2006). **The relationship between hypermedia producers**. Journal of Education for Library and Information Science, 47(2), 106-26.
 * ChanLin, L.. (2009). **Applying motivational analysis in a Web-based course**. Innovations in Education and Teaching International, 46(1), 91-103. Retrieved February 18, 2010, from Platinum Periodicals. (Document ID: 1710336931)
 * Cheng, Yi-Chia; Yeh, Hsin-Te.(2009) **From Concepts of Motivation to Its Application in Instructional Design: Reconsidering Motivation from an Instructional Design Perspective.** //British Journal of Educational Technology// 40(4) 597-605.
 * Huang, D W, Diefes-Dux, H, Imbrie, P K, et al. (2004).**Learning motivation evaluation for a computer-based instructional tutorial using arcs model of motivational design**. Proceedings - Frontiers in Education Conference., 1(Conf 34), T1E.
 * Huett, J., Kalinowski, K. E., Moller, L. & Huett, K. (2008).**Improving the Motivation and Retention of Online Students Through the Use of ARCS-Based E-Mails**. American Journal of Distance Education, 22(3), 159-176. doi:10.1080/08923640802224451
 * Hung-Chang Liao, Ya-huei Wangn (2008) **Applying The ARCS Motivation Model In Technological And Vocational Education** Medical University Contemporary Issues In Education Research - Second Quarter 2008 Volume 1, Number 2 53.
 * Keller, J. M. (2006). What is Motivational Design. Florida State University.[]
 * Kim, C, & Keller, J M. (2008). **Effects of motivational and volitional email messages (mvem) with personal messages on undergraduate students.**British journal of educational technology, 39(1), 36-51.
 * <span style="color: #0000ff; list-style-position: outside; list-style-type: square; margin: 0.5em 0px 0px; padding: 0px 0px 0px 3em;">Schön, I., Hoffmann, P., & Herczeg, M. (Date unknown). **The combination of instructional and narrative models for e-learning**. In Göbel, St., Braun, N., Spierling, U., Dechau, J. & Diener, H. (Eds.) TIDSE, 1st International Conference on Technologies for Interactive Digital Storytelling and Entertainment. Stuttgart. Fraunhofer Verlag. pp. 176-186.
 * <span style="color: #0000ff; list-style-position: outside; list-style-type: square; margin: 0.5em 0px 0px; padding: 0px 0px 0px 3em;">Song, S H, & Keller, J M. (2001). **Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation.**Educational Technology, Research and Development, 49(2), 5-22.
 * <span style="color: #0000ff; list-style-position: outside; list-style-type: square; margin: 0.5em 0px 0px; padding: 0px 0px 0px 3em;">Small, R.V. (1992, Apr.). **Taking AIM: Approaches to instructional motivation**. "School Library Media Activities Monthly," 8(8), 32-34.
 * <span style="color: #0000ff; list-style-position: outside; list-style-type: square; margin: 0.5em 0px 0px; padding: 0px 0px 0px 3em;">Small, R.V. (1997). "**Assessing the motivational quality of world wide websites**." ERIC Clearinghouse on Information and Technology. (ED 407 930)
 * <span style="color: #0000ff; list-style-position: outside; list-style-type: square; margin: 0.5em 0px 0px; padding: 0px 0px 0px 3em;">Small, R V. (2000). **Motivation in instructional design**. Teacher Librarian, 27(5), 29-31.

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10.5pt; line-height: normal; margin: 0cm 0cm 0pt;">Suggested core reading list:
 * <span style="color: #008000; display: block; font-family: 'Times New Roman'; font-size: 11pt; line-height: normal; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10. (This reading was listed for Week 7 and covers the important concepts of ARCS. They can use this as a review...so will not take up much time)
 * <span style="color: #008000; display: block; font-family: Arial,Helvetica,sans-serif; line-height: normal; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;"> Motivational Factors in E-Learning. ([|www.ruthcsmith.com/GWU%20Papers/Motivation.pdf]) (This paper gives a concise overview of the different motivational factors for elearning from the perspective of different theories)
 * <span style="color: #008000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: normal; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">(Should we include a reading from the list for week 12 as provided in the EDPC5003 Unit of Study document? What is your understanding from the assessment requirements?)

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; margin: 0cm 0cm 0pt;">Suggested optional reading list:
 * <span style="color: #008000; display: block; font-family: 'Times New Roman'; font-size: 11pt; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">Designing to motivate: motivational techniques to incorporate in e-learning experiences. The Journal of Interactive Online Learning. 2(3), 1-7. (This reading was listed for Week 7 and covers the important concepts of ARCS. They can use this as a review...so will not take up much time)
 * <span style="color: #008000; display: block; font-family: 'Times New Roman'; font-size: 11pt; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">Keller, J. (2008). First principles of motivation to learn and elearning. Distance Education, 29(2), 175-185. Keller, J. M. (1987). (This reading was listed for Week 7 and covers the important concepts of ARCS. They can use this as a review...so will not take up much time)


 * Link to Adobe Connect class for the session with time
 * What they are required to do in the week preceeding the session (read the readings....?)

2) Upload Readings, links 3) Prepare Adobe class 4) Make Introduction Video 5) Make Tables to be used during lesson 6) Go through making our table and use this to test the classroom and flow of the lesson

<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">Synchronous Lesson Plan:
**Objectives**:

Upon completion of this session, you will be able to:


 * <span style="color: #008000; margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Demonstrate an undertanding of the ARCS model
 * <span style="color: #008000; margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Identify appropriate ARCS strategies and techniques for eLearning environments
 * <span style="color: #008000; margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Evaluate which strategies enhance motivational design. ﻿﻿﻿(changed based on suggestion below)



- Have this on the screen when people log on so they can read it. - Have a poll asking (from 1-10) 'How motivating do you believe your class presentation was?' (then at the end of class, ask them the same question again). or ask another question. - suggest wehave our group names etc here not in the video as the video is not t he medium for it.

not sure about the "apply" - more like "evaluate which strategies enhance motivational design"?

**Course Activities:** **1. Introduction (10 - 15 min)**

__What__ - a 3-5 min video. - one of us talking to introduce, give them link, tell them to come back etc

__Content__ - objectives and outcomes for the lesson don't think this should be in the video. this should be on a ppt slide/in note form and remain up for the entire elesson. - history, ARCS, Motivational Design Model. this is great for the video!

__Delivery__ - video link. individuals watch link in their own time/environment then rejoin group in connect.

__Task__

Aaron - 1st draft of scripting. film and produce. Nicola - script contributions / ideas Thys - script contributions / ideas Susi - script contributions / ideas

what is the transition from the video to the next activity? They come back from the video - what happens? then we talk them through the the why and how we have based the break out groups on their e-lesson

**X. Group Activity X: Motivational Design Model - Design (ARCS) (45 min)** i'm confused about this section - well get with the program susi ;-) 2.1 (10 min)  - Overview the concept of Design ﻿why? been there, done that....do you mean motivational design model? what about the 'define' questions? please can we drop the define question unless someone comes up with a very definite design for it OK   -Overview of what we will be doing in the Break out Groups ﻿shouldn't this come later. i think this should be clarified in the main group so when we go into breakout groups everythign is clear and we jsut get to work  Explain how they are to reflect on their e-lesson and apply the strategies  That we will be coming back to do the last strategy together and we will then be comparing all the reflections and having a group discussion  Handle any questions

2.2 (X mins) - Class goes to online break out groups - Adobe Connect. - Students will be asked to reflect on their eLesson and work through the following tasks to apply the ARCS startegies - Presenters facilitate breakout rooms. (facilitation should be very limited. instructions provided should be clear enough that group can proceed on their own .)

agreed that facilitation should be limited: the questions should be enough guidance. plus they are very familiar with the scenario since it's their own. facilitator should just make sure they stay on track, keep time. i would like to debate this in a f2f

I dont agree that facilitation should be limited - I think we should be giving encouragement, support and guidance if we see they do note 'get' anything. Yes, but this should not be the activity design from the outset. Instructions should be clear enough that they can proceed with the activity.Facilitator should only intervene when required. We should also be looking out for interesting things to use in the comparison activity, prod them to answer with enough depth, covering the range of things etc.

By reflecting on the eLesson your group developed and presented, answer the following questions as a group: ﻿need to make sure they're clear on the task before they move into breakouts. absolutely!!!! explain this "live" on adobe and ask one of them to reformulate the task via chat? "You will now be moved into breakout groups. These breakouts groups mirror the groups you were in to prepare the elesson for your peers. These elessons provide the scenario for the next task. You will be asked to relate each of the letters in the ARCS model to your elesson. You will do the first 3 letters in the breakout, come together for a whole-group discussion, then go back into your breakouts to do the last letter - S " dont think we should go back into breakout for letter s i think the poll should be done as a group for reasons i explained i) anonyminity (sic) 2) ability to then provide group results 3) technical issues to play song 4) flow of lesson plan. I agree with this. S should be done as a wole group activity.

**Attention:**

1. Consider the Attention strategies presented in the Attention Strategies Table. Did you use any of these strategies in your elesson? Indicate Yes or No for each strategy. (reduced strategy table to be inserted) 2. If you were given the opportunity to redesign your eLesson, which strategy/ies would you choose to implement? simplified - we can make sure that there is at least one in the list that was not used. preempting I like it! 3. How would you implement it/them? Consider tool, participation, use of different methods etc

**Relevance:**


 * 1) What strategies did you use to ensure relevance for your audience?
 * 2) How successful you think you were?
 * 3) How could you improve the efficacy of your design with regard to relevance? (yes good additional question)

**Confidence:**

1.When you planned your lesson which difficulties did you anticipate your learners would encounter regarding: a. the information presented b. the eLesson interactions 2. How did you design for it? 3. W hat worked really well? What would you do differently?

2.3 Come back to Adobe Room Explain that we first wish to do a comparison review before we do the last strategy 1. Present 3 tables and add ours as well, side by side, leaving space for the chat ﻿what do you mean 'ours'? are there not 4 groups? sure - we are the 4th! there are 5 groups apart from ours. so we need to keep this in mind. this is the reason why i suggest that facilitation during group sessions are kept at a minimum as there will be more groups than facilitators. We may also need to consider how this amount of information will be presented onscreen wehn we have 6 comparisons. 2. Each co-ordinator to present 1 point possibly from their group and to hand over mike to a group member to discuss it in more detail 3. Let particpants bring any questions, remarks up in chat or with voice, 4. Suggest participants share with us any personal experience they have had where one of these strategies were handled particularly well or badly

2.4 Present Last Strategy - Satisfaction **Satisfaction:** For this activity all groups will be in the main Adobe room. Take a few minutes to explain the Satisfaction strategy - how they would do it as summative evaluation/formative, different ways they could approach it etc ﻿not sure about this...."explain the satisfaction strategy". During poll, play song "Satisfaction".

Each person completes the following task individually:

1. Reflect on the eLesson presented today. Complete the six survey questions below. simplified

(six IMMS questions related to Satisfcation will be made available the main Adobe room for completion individually. The results will be made available after the surevy has been completed. The surevey will ideally be setup as a Likert surevey using 1 = Not True, 2 = Slightly True, 3 = Moderately True, 4 = Mostly True, 5 = Very True or if this function is not available within Adobe Connect we can use the simple Yes/No polling function available within Adobe Connect)

Questions:

1. Completing the exercises in this eLesson gave me a satisfying feeling of accomplishment. 2. I enjoyed this elesson so much that I would like to know more about this topic. 3. I really enjoyed studying this lesson. too similar to 1? I was happy to be able to evaluate my own work rather than be subjected to external evaluation. 4. The wording of the feedback after the exercises, or of the other comments in this lesson, helped me feel rewarded for my effort. Helpful feedback was provided when I felt it was immediately useful 5. It felt good to successfully complete this elesson. too similar to 3? The tasks quickly allowed me ( It felt good )  to use the strategies in realistic setting. 6. It was a pleasure to work on such a well designed eLesson. I feel that I will be able to successfully use the concepts covered in this lesson in my work environment.

i think we should brainstorm poll questions afer reflecting on susis points i think question 6 is ridiculous the more i think about it i agree. the IMMS questions, especially 6, needs to be changed. I'm happy with the well worded changes Susi suggested for 3,4,5 however to maintain a focus on identifing whether they had the 'feeling of satisfaction', I made a few additional suggetions.

2. Present Results of the Poll

**X. Wrap Up** 1. Discuss what we did not cover and where they can get the information (eg extended tables in Reading) 2. ﻿Ask them to tweet one learning they take away from this elesson. cute touch susi Yes, excellent 3. Thanks and good night