Video+Script

DRAFT TWO (17/5/11)

**Motivational Design** Graphic 1: Statistics show elearning course attrition rates as high as 80%. Graphic 2: Most teenagers and adults cannot focus on one thing for more than 20 minutes. Graphic 3: 95% of all Masters students do not do complete their weekly readings!!! (then) Which is why we made this video….

**Intro**

Ask any parent about strategies for getting their kids to ‘eat their greens’ and no doubt what you’ll hear in reply is the necessity of motivation. And so it goes with learning and instructional design. If a student is un-motivated, one way or another, they will struggle to learn. In fact, many instructors consider the motivation level of learners the most important factor in successful instruction.

In today’s class we’ll be investigating motivation and exactly what that is, we’ll also introduce you to a popular and practical model to you that will allow you to understand and implement motivational design into your own environment. Building on the information we gathered from your survey, our goal is for you to leave class today with a design model and pragmatic strategies that you can put to practical and immediate use.

**Motivation: what is it?**

So what is motivation? Over the course of human and psychological study there have been many different theories and ideas put forward to discover the key to motivation. Each has its own take on motivation, however through each idea, common threads have appeared. __ Common threads of Motivation __ Almost all theories of motivation display a common thread of self-efficacy. According to Bandura “Perceived self efficacy refers to the beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” which is to say, self-belief that you can get the job done. Almost all motivational theories also contain the concepts of intrinsic and extrinsic motivation. Intrinsic motivation refers to a learner’s internal desire to perform a task for no reward other than the personal satisfaction or enjoyment. However, when a learner is motivated by rewards and incentives external to the learner’s interest and satisfaction, these factors are termed extrinsic motivators. Clearly intrinsic motivation is the most desirable, yet both play an important role. …….

So now having had a closer look at what constitutes motivation, the question remains, ‘how do I add motivational elements into my instructional or educational design?’. Let’s take a look at a model that helps you do exactly that.

** The ARCS Model? ** One of the most recognizable and practical models for motivational design is Keller’s ARCS Model. In Keller’s own words, the ARCS model is a problem solving approach to designing the motivational aspects of learning environments to stimulate and sustain students’ motivation to learn. In short, the model works under the assumption that learners will be motivated if they feel they can be successful and that there is value in their learning. There are two major parts to the model. The first is a set of categories representing a synthesis of the components of motivation. Each category comes complete with a list of pragmatic motivational strategies. These categories are: A. Attention: and strategies for arousing and sustaining curiosity and interest. R. Relevance: and strategies that link to learner’s needs, interests and motives. C. Confidence: and strategies that help learners develop a positive expectation for successful achievement. S. Satisfaction: and strategies that provide extrinsic and intrinsic reinforcement for effort. The second part of the model is a systematic design process that assists you in creating motivational enhancements that are appropriate for a given set of learners. It is structured in a four-step design featuring the elements of Define, Design, Develop and Evaluate. By following through the model, answering the questions provided and applying the strategies of and understandings of ARCS, it is possible to increase the motivational effectiveness of your design.

** Putting It All Together ** The important thing to remember here is that in any given learning situation, the first part of the model allows you to identify the various elements of student motivation, while the second part helps you profile the motivational characteristics of students and then design motivational tactics that are appropriate for them. Now, using your own group presentations as an analysis point, lets go back to the connect room and begin to apply the strategies of the ARCS Model of Motivational Design.

(Draft 1)

**Motivational Design** Graphic 1: Statistics show elearning course attrition rates as high as 80%. Graphic 2: Most teenagers and adults cannot focus on one thing for more than 20 minutes. Graphic 3: 95% of all Masters students do not do complete their weekly readings!!! (then) Which is why we made this video…. love this havent contributed much on this one as it all seems under control.....

**Intro**

Ask any parent about strategies for getting their kids to ‘eat their greens’ and no doubt what you’ll hear in reply is the necessity of motivation. And so it goes with learning and instructional design. If a student is un-motivated, one way or another, they will struggle to learn. In fact, many instructors consider the motivation level of learners the most important factor in successful instruction.

In today’s class, we will be investigating motivation and exactly what that is, and we’ll introduce a popular and practical model to you that will allow you to understand and implement motivational design into your own situation. Building on information we gleaned from the survey you took, our goal is for you to leave class today with a design model and toolkit of strategies that you can put to practical use. What will be the toolkit? Our draft plan only contains activities around using the actual ARCS componnents.

**Motivation: what is it?**

So what is motivation? Over the course of human and psychological study there have been many different theories and ideas put forward to discover the key to motivation. The result has been the identification of three different forms of motivation. Around each of these three forms, theories have been built. First, Attribution Theory concentrates on how a learner ‘explains’ success and failure. Second, Expectancy-Valence Theory purports that learners expect certain outcomes from behaviors and the more valued the outcomes, the more likely they are to perform the necessary behavior. Third, Goal Theory asserts that established goals motivate behaviour. I don't think we need this - more elaboration required to be worthwhile, but we never refer to it again. remove?

It would be good if we can include some graphics of the moldes/theories to make it interesting.

__ Common threads of Motivation __ Each of these theories of motivation has a common thread of self-efficacy. According to Bandura “Perceived self efficacy refers to the beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” which is to say, self-belief that you can get the job done.

All motivational theories also contain the concepts of intrinsic and extrinsic motivation. Intrinsic motivation refers to a learner’s internal desire to perform a task for no reward other than the personal satisfaction or enjoyment. However, when a learner is motivated by rewards and incentives external to the learner’s interest and satisfaction, these factors are termed extrinsic motivators. Clearly intrinsic motivation is the most desirable, yet both play an important role. …….

So now having had a closer look at what motivation is, the question remains, ‘how do I add motivational elements into my instructional or educational design?’. Let’s take a look at a model that does exactly that.

** The ARCS Model? ** One of the most recognizable and practical models for motivational design is Keller’s ARCS Model. ( can we display a graphic of the two major parts?) In Keller’s own words, the ARCS model is a problem solving approach to designing the motivational aspects of learning environments to stimulate and sustain students’ motivation to learn. There are two major parts to the model. The first is a set of categories representing a synthesis of the components of motivation. Each category comes complete with a list of pragmatic motivational strategies.

The second part of the model is a systematic design process that assists you in creating motivational enhancements that are appropriate for a given set of learners. In any given learning situation, the first part of the model allows you to identify the various elements of student motivation, while the second part helps you profile the motivational characteristics of students and then design motivational tactics that are appropriate for them.

In short, the ARCS model works under the assumption that learners will be motivated if they feel they can be successful and that there is value in their learning. Let’s take a closer look at each part of the model then see how you can apply it in your own design

> R = Relevance: strategies that link to learner's needs, interests and motives. > C = Confidence: strategies that help learners develop a positive expectation for successful achievement > S = Satisfaction: strategies that provide extrinsic and intrinsic reinforcement for effort
 * go thru letter by letter: say what it stands for, objective of each. general description: dont't give too many examples or it will duplicated the strategies they encounter in the breakout groups.
 * A = Attention: strategies for arousing and sustaining curiosity and interest.

Motivational Design Model: Define, Design, Develop, Evaluate

Ideas for Video Script 1. Introduce Team Have Static Photos of each team member (not your mug Aaron we will see that) give 2 sec intro Name and background. To personalise and put faces behind what we are doing - brings a F2F element to presentation.
 * objectives of the video: introduce team members, define motivation, explain the components of the ARCS model


 * introduce the team members: should Thys, Nic and I introduce ourselves via Voki avatar??? Be more impactful that mug shot....
 * what is motivation? (learners' willingness, need, desire and compulsion to participate and be successful in the learning process - i.e. deals with why people do what they do).
 * what is extrinsic motivation? motivation by external factors, e.g. tangible rewards or pressures
 * what is intrinsic motivation? motivation by internal factors, e.g. doing things for the fun of it or because it's the good/right thing to do
 * why is motivation in an online setting especially important? contrary to f2f education, in elearning motivation problems can go undetected, learners generally receive little support.
 * increased need for ID to know their target group well - hence the reason we conducted the survey, give top line results of the survey
 * Keller developed a theory to guide motivation building called the ARCS model

THAT SHOULD BE ENOUGH :)