Post on 31-Dec-2015
transcript
What is motivation? a motive, inducement, or incentive to take some action
how do we recognize motivation (or lack of)?
what is the responsibility of good instruction…to create…to increase…or to prevent reducing what already exists?
Role of motivation
MotivationKnowledge/
Skills
Opportunity
PerformancePerformanceInternal
Environmental
Keller, J.M. (1999). Motivational Systems. In Handbook of Human Performance Technology. Eds. H. Stolovitch & E.J.Keeps.
Thought activity
In the past, I have been motivated to learn/perform when: I / my instructor / my environment / ? …
?
Thought activity #2
In the past, I have been DE-motivated to learn/perform when: I / my instructor / my environment / ? …
?
Attention
Humans need stimulation and variety
Gaining AND sustaining
SubcategoryPerceptual arousal >
Inquiry arousal >
Variety >
TacticNovelty, anecdotesQuestions, paradoxAnalogies, concrete examples
ARCS
Especially very critical if you work with children
Relevance
“Why do I need to learn this?” Competition or Cooperation
SubcategoryGoal orientation >Motive/value matching >Familiarity (Real life) >
TacticStress utility of instructionMultiple teaching strategiesAnalogies, concrete ex.
ARCS
Confidence/Control
People want to feel competent, in control
Success alone ≠ confidence
SubcategoryPerformance requirements >
Success opportunities >
Personal control >
TacticCriteria for successFrequent and varied…Decision-making
ARCS
Satisfaction
Desire to feel good about yourself and your accomplishments
Intrinsic and extrinsic opportunities
SubcategoryNatural consequences >
Positive consequences >
Equity >
TacticHave them use new skills
Praise & + feedbackAuthentic, fair testing
ARCS
Some basic concepts
1. People’s motivation can be influenced by external events.
2. Motivation of performance is a means, not an end.
3. Systematic design can predictably and measurably influence motivation.
Keller, J.M. (1999). Motivational Systems. In Handbook of Human Performance Technology. Eds. H. Stolovitch & E.J.Keeps.
Designer’s challenge
1. “How is the learning valuable and stimulating to my students? (ARcs)
2. “How can I (via instruction) help students succeed and allow them to control their outcomes?” (arCS)
Keller, J.M. (1987). Strategies for Stimulatingthe Motivation to Learn. Performance & Instruction.
Designer’s challenge
3. To determine your learners’ initial motivation for your training/instruction
4. Decide which is most critical…• Motivating your learners?• Not DEMOTIVATING your learners?
Remember…
“It is better to struggle with a stallion when the problem is how to hold it back, than to urge on a bull which refuses to budge.”
General Moshe Dayan
Design Reports
Executive Summary
Description of the instruction Setting / Context Major components
Motivation components of the instruction Feedback components of the instruction Assessment components of the instruction Sequencing the instruction (Match with Inst.St.)
Design Reports
Visual Design Sketches
Learning Objects and Interconnections
Development process supporting the instructional approach
Expected maintenance and distribution requirements
References