1. Instructional and Training
Theories of motivation ARCS
Lorraine Bruce

2. What makes a good teacher?
ARCS

3. Producing Using Mixing Experimenting Creating
Knowing your audience
Producing
Using
Mixing
Experimenting
Creating
Lorraine Bruce

4. Seven Changes The Virtual Organization Performance expectation
The team’s priorities
How to communicate
Resource support
Information Overload
Barner, Robert Seven Changes that will Challenge Managers and workers
The Futurist March- April 1996

5. 2. The “Just in time” work force 3.Knowledge workers
paralegals
medical technologists
technology experts
4.Computerized coaching and monitoring
Rights privacy

6. 5. Worker diversity
6. The aging work force
7. Dynamic work force

7. Laurence Gonzales NCCE 2010 Seattle
Changes on environment
Tsunami
Think plan do – survivors plan
Ride your own ride
Rescuer survive and thrive
Lorraine Bruce

8. Six survival skills Rapid response Sharp focus Stress busting
Strategic empowerment
Staff juggling
Team building

9. Theories and Concepts of Motivation
Change in peer learners
Looking our scanning the environment
Making yourself indispensable to the learning
Theories and Concepts of Motivation

10. Maslow’s needs theory
Achievement Motivation.
Attribution Theory Intrinsic-Extrinsic Orientation.
Expectancy-Value Theory *
Curiosity.
Flow Theory

11. 1954

12. Motivation and Emotion Huitt 2001..Education psychology

13. “Effort” is the motivational outcome Two requirements
Expectancy-Value Theory (Vroom 1964; Porter and Lawler 1968; Keller 1983)
“Effort” is the motivational outcome
Two requirements
Value the learning task
Believe in success of accomplishing the learning
Ruth V. Small, “Motivation in Instructional Design,” ERIC Digests EDO-IR (1997), available online

14. Learning: Synthesis of the literature
Students come with preconceptions about how the world works. If teachers don’t build on this understanding -> fail to grasp concept
Students must have a deep understanding and comprehensions of the facts before they can reorganize it
A metacognitive approach to learning
Report from: National Research Council (2000) How people learn:
Brain Mind, Experience, and School

15. What makes a good teacher?
Implications
Teaching?
Learning ?
What makes a good teacher?

16. Keller’s model ARCS [A]ttention—curiosity and interest;
[R]elevance—needs, interests, and motives;
[C]onfidence—students develop a positive expectation for successful achievement of a learning task
[S]atisfaction—the instructor manages extrinsic and intrinsic reinforcement (Keller, 1983)
ARCS

17. Attention
Perceptual: novelty, surprise, incongruity, or uncertainty
String drawn bag
Inquiry: Posing questions, problems, mystery
Brainstorm, Pictures
Variability: Incorporate a range methods and materials
Overhead, PPT
Group work Articles- books
Films Cartoons
Stories
ARCS

18. Relevance ARCS Goal Orientation: Motive matching: Familiarity
Clear Objectives and purpose for the lesson
Motive matching:
Matching to students needs and motives
Vary the way you allow students to present information
Familiarity
Relate learning to learners experience
ARCS

19. ARCS Confidence Learning requirements Success opportunities
For the Student
Learning requirements
Inform students about performance
Objectives clear
Pre requisites
Success opportunities
Provide challenging and meaningful opportunities
Increased level of difficulty in a single step- importance of evaluation
Just because it is taught doesn’t mean it is learned
Personal responsibility
Link learning to student effort
Realistic expectations
Learner controlled elements
Opportunities for independence
ARCS

20. Satisfaction ARCS Intrinsic Extrinsic Equity
Encouragement and enjoyment
Extrinsic
Positive reinforcement
Equity
Maintain standards and be fair
ARCS

21. Active learning
Involves students doing and thinking about their learning
Teacher is facilitator

22. Active learning: Stimulating discussion
Short readings
First person experience
Give them a problem
Self assessment questionnaires- traps
Case study
Role play
Thoughtful questions: what will happen next? What does this remind you of?
Brainstorm
You Tube
Be creative

23. Describe an exercise that could be used as an "Attention activity"
in a classroom situation.
Go to the forum
2. Create your own new conversation for your topic
3. Describe the topic and target audience in the subject line for example
"Teaching Boolean Logic for 5th graders"; or
Introductory Genealogy and in the body of the message describe the attention activity. 
This forum will become a great resource for the entire class.
Description should be no longer than 2 paragraphs.
4. Please post a duplicate of the piece through collect it
Lorraine Bruce

24. Ideas for the ARCS activity
Selecting a database
interpreting results
finding sources
articulating questions
deciding on what is a scholarly Vs popular publication
Boolean operators
Producing information
Keyword and controlled language
choosing search terms
LC classification
Dewey classification
Broadening and narrowing the search term
Organizing information

25. So here is mine
Lorraine Bruce