ARCS Model for Motivating Learners and TEACHERS!

Blog Post

While it may be safe to assume that people have positive attitudes toward experimenting with new technologies in the workplace, it may be equally safe to assume that you will encounter people in the workplace who have low self-efficacy in experimenting with new technologies.

Briefly describe a situation in which you have encouraged people to use a new technology and have been met with resistance or disappointing results. What attitudes did these people exhibit? What behaviors did they demonstrate? Using Keller’s ARCS model, describe how you could change the motivation of these people, or learners, to encourage success. 

 

I teach in a two –year degree Nursing program in a small, private college. Last year, I started implementing an online piece to our program for instructors to post materials, grades, and teams, forums it is limitless what can be posted there. The idea is to reduce the amount of copying, thus reducing the amount of paper we use, with the bonus that the students get their materials ahead of class and see their grades without having to make a special trip in to the school. Also, messages can be posted there as a way to communicate things moment to moment, rather than waiting to announce during scheduled classes.

When I introduced the idea to my fellow faculty, some were open to the idea right away. However, others were reluctant to utilize the new web study classroom. One faculty member in particular flat out refused to try it. She was insistent that the Internet would “crash” and the students would not be able to obtain the materials needed for class. I tried to explain that we require our students to use the Internet for research, medication information, even some of their books they need to purchase online. In this day and age, I have yet to find a student that does not use the Internet in some way, shape or form. For my classes, there have been very few “glitches” that have prevented a student from acquiring the materials I have posted for them. Also, it has insured privacy for the posting of grades, which most students prefer.

The following exhibits Keller’s (1987) ARCS Model:

Attention The first and single most important aspect of the ARCS model is gaining and keeping the learner's attention, which coincides with the first step in Gagne's model. Keller's strategies for attention include sensory stimuli (as discussed previously), inquiry arousal (thought provoking questions), and variability (variance in exercises and use of media).

Relevance Attention and motivation will not be maintained, however, unless the learner believes the training is relevant. Put simply, the training program should answer the critical question, "What's in it for me?" Benefits should be clearly stated.

Confidence The confidence aspect of the ARCS model is required so that students feel that they should put a good faith effort into the program. If they think they are incapable of achieving the objectives or that it will take too much time or effort, their motivation will decrease. In technology-based training programs, students should be given estimates of the time required to complete lessons or a measure of their progress through the program.

Satisfaction Finally, learners must obtain some type of satisfaction or reward from the learning experience. This can be in the form of entertainment or a sense of achievement.

The success or failure of any e-learning initiative can be closely correlated to learner motivation (Kruse, n.d.).

I would use this model to help show the faculty what is in it for them, how it will benefit their course and students.

Kruse, K. (n.d.)The magic of learner motivation: The ARCS Model. Retrieved from http://www.e-learningguru.com/articles/art3_5.htm

Connectivism

Mind Map Networking and Connectivism

This is the beginning of my mind mapping project. This is a work in progress as I learn to navigate the mind mapping tools.- 

Copy and paste this link in browser to view map and sign up to create your own!

http://app.spinscape.com/spinbitz/index.cmd?command=open&map=14450&authToken=

 

Connectivism (outlined version)

 

Skype 

Notes: Skype Name: quindidi 

 

Facebook 

Notes: User Name: quindiane 

 

Villanova University 

 

WebCT 

Notes: A place to post materials, grades, assignments and messages to Nursing 

students at Villanova University. 

 

Blogs 

 

educationbyquin.blogspot.com 

 

Walden University 

 

Elluminate 

Notes: A place to collaborate with classmates to work on group assigments. 

 

Writing Center 

Notes: Submission and editing of assignments and coursework is an advantage to 

performing quality work. The writing center at Walden is a technological tool that 

enhances learning. 

 

Classmates 

Notes: Staying connected to course events, discussion boards, and group 

assignments through the collaboration with students and teachers. 

 

Harcum College 

 

Webstudy.com 

Notes: A place to post materials, grades, assignments and messages for students in 

Nursing at Harcum College. 

 

Internet Research 

 

- Google 

 

How has your network changed the way you learn?

The network has changed the way I learn by creating new ways to gather data, implement the tools available in mind mapping, and evaluate what I have learned about connectivism.

Which digital tools best facilitate learning for you?

Computer software programs such as the mind mapping tool on TheBrain.com have been a new way of facilitating learning for me. I have found that I have a lot to learn in the field of technology. I have enjoyed the experiences in the Walden University community which enabled me to discover the technologies in blogging, Illuminate, and Skype.

How do you learn new knowledge when you have questions?

I learn new knowledge through using past experiences, memory and listening and learning from others.

http://app.spinscape.com/spinbitz/index.cmd?command=open&map=14450&authToken=

Natural Instinct of People to Seek Groups and Collaborate

Natural Instinct of People to Seek Groups and Collaborate

Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold (2008) proposed ?

I gathered from Rheingold’s lecture that humans work together whether it is for profit or not. For instance, Rheingold discusses that many people collaborate on a voluntary basis in order to input data on free informational websites such as Wikipedia. (2008). On the contrary, others will become enrolled in a project if there is profit involved

I personally believe that whether there is a financial gain or simply the gain of “feeling good”, both are considered a gain, therefore humans interact and work as groups, for a price. Some humans are better at it than others. When I say better at it- I simply mean that some people love the interaction with other humans more than others. I have a friend that stated she wished she never had to work with people. She simply preferred to work independently. It comes down to personality. I like working with people as I see it as a way to work on myself. Conflicts and collaboration with others help me to find new ways to form relationships and see, in myself, what personality traits are accepted, refused, and what needs work.

How can technology facilitate collaboration among learners based on constructivist principles?

According to Rheingold (2008), Ebay, Google, and Amazon all “enrich others while enriching themselves”. So there is a collaboration of sorts. With learners, technology is ever-changing and can facilitate collaboration. Dewey (1997) describers learning as what occurs through a person’s experience. Learning activities such as simulations, cooperative group work, and open-ended problems are examples of constructivist learning experiences (Driscoll, 2005).

Dewey, J. (1997). Experience & education. New York: Kappa Delta Pi.

Driscoll, M. (2005). Psychology of learning for instruction. Boston: Pearson.

Web video. (2008). Howard Rheingold: Way-New Collaboration. Retrieved from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Cognitivism, Behaviorism and Social Learning Theory

The debate continues, which learning theory is the best, the most valuable, the "one"?? There is no single learning theory that will work for everyone. That is what I have come to discover. It can be likened to flavors of ice cream. Everyone has their favorite and that is what they choose for them so that is it. Okay, so scholars should not use ice cream in the comparisons, I apologize. So let's explore the topics, shall we?

Behaviorism, defined by its' Master, B.F. Skinner,  “The objection,” wrote Skinner, “to inner states is not that they do not exist, but that they are not relevant in a functional analysis” (Skinner 1953, p. 35). In other words, Skinner did not agree that humans think on their own. Behaviorism contends that behavior is molded by the environment, not the controlled by the mind (2007).

Kerr (2007), made a good point in arguing for behaviorism when he stated that actions are repeated when followed by a reward. Most could agree, right? I personally thinks this works bests for small children, okay, maybe adolescents as well. It may work for teens in its' other form, which is negative reinforcement for unwanted behavior. As an adult learning, I would bicker that this is not the way it works for me. Well, and maybe it is unbeknownst to me. I found another theory I like better which better describes how I learn and how I model my teaching to others. It is the Social Learning Theory by Bandura which includes the following:

 (1) Attention, including modeled events (distinctiveness, affective valence, complexity, prevalence, functional value) and observer characteristics (sensory capacities, arousal level, perceptual set, past reinforcement)

(2) Retention, including symbolic coding, cognitive organization, symbolic rehearsal, motor rehearsal

(3) Motor Reproduction, including physical capabilities, self-observation of reproduction, accuracy of feedback

(4) Motivation, including external, vicarious and self reinforcement (2009). 

This certainly seems more feasible to me as an ideal learning theory to be applied to many learners.

Thoughts?

http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Skinner, B.F. (1953). Science and Human Behavior. New York: Macmillan.

Stanford encyclopedia of philosophy. (2007). Retrieved from http://plato.stanford.edu/entries/behaviorism/

TIP: Theories. Social learning theory. (2009). Retrieved from http://tip.psychology.org/bandura.html

Critical Elements of a Learning Theory

Critical Elements of a learning theory: Driscoll and Siemens Critique

Critical elements of learning theories include observation, interaction, analyzing, interpreting, evaluating, understanding or cognitivism, as well as problem solving and solutions. Driscoll (2000) discussed these critical elements, however, failed to include the theory of cultural reproduction or culture of mathmatics.  Cultural reproduction or enculturation in the educational setting is the passing down of the culture’s important pieces from generation to generation (Leonard, 2002). According to Leonard, (2002) culture of mathematics has the learner develop a mathematical way of thinking in which theories in math and its’ applications can build on their understanding of the world and the society in which they live.

Siemens (2008) applies a more in-depth conveyance of the different learning theories through the five questions  to identify them. They include:

 1. How does learning occur? 

2. What factors influence learning? 

3. What is the role of memory? 

4. How does transfer occur? 

5. What types of learning are best explained by this theory?

In addition, Seimens (2008) lays it all out in a table that depicts the theories of behaviourism, cognitivism,  constructivism, and connectivism with the properties of each.

Seimans (2008) also describes the various “metaphors as educators” in a clear, concise manner. Each educator is set in a role that promotes learning through various methods of understanding. The educator as master artist permits students to work in a setting that inspires creativity and open-mindedness, allowing their ideas to flow unrestricted. The educator as network administrator enables students to build networks of communication with each other. Educator as concierge guides students to find the resources needed to build on their learning experience, similar to the educator as curator, where the teacher will “foster and encourage learner exploration” (Seimens, 2008,p.17).

There is not one specific model that an instructor should or “needs to” take in order to facilitate learning, rather, a mixture of the aforementioned models would be necessary in any classroom or online program in order to meet the diversified needs of students.

Reference:

Driscoll, M. P. (2005). Psychology of learning for instruction (3^rd ed.). Boston: Pearson Education, Inc.

Leonard, D.C. (2002). Learning theories, a to z.  Santa Barbara: Greenwood Publishing.

      Retrieved from http://books.google.com/books?id=vAaQd0ks0p0C

 

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers.

      Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

How People Learn Best/The Purpose of Learning Theory in Ed Tech

Everyone learns differently. Some students prefer lecture only, others want an interactive class with opportunities to seperate in groups for case study evaluations. We call these two groups "passive" or "active" learners. Whatever the set-up, the bottom line remains unchanged-students need a desire to learn, support, and motivation to be successful. In addition, students need to know what to expect from the class as well is what is expected of them. It is my belief that an open communication policy, where students can come voice their needs or concerns, is beneficial for both sides of the teaching/learning process.

The purpose of learning theory in educational technology is to "promote learning through communication and interactivity"(Wikipedia, 2009).
Reference:
http://en.wikipedia.org/wiki/Instructional_technology