1. Instructional Design ID Process Theory: Learner Motivation Media Selection (EDER 673 L.91 ) From Calgary Asst. Professor Eugene G. Kowch Beginning Week: March 13 to 20th, 2003 (A synchronous meeting using Vclass Real-Time AudioConference Technology & WebCT Course Spaces & The World Wide Web
Check your connection speed…

2. Update: Where we are in the course Housekeeping
Agenda March 13
Update: Where we are in the course
Housekeeping
Posting your ID Model for Peer Review & Feedback by March 15
Details on the next assignment
“The Proper Study of Educational Technology” (Heinich) Discussion
Learner Motivation: Seeing the “Views” from Several Theorists
Dick & Carey / Rossett / Magliaro / Smith and Ragan / Reigeluth
(from EDER 673 WebCT, WWW, & Vclass Materials)
Media Selection:
(from EDER 673 WebCT, WWW and Vclass Materials)
Other optional resources (Views) on job analysis, content analysis and competency analysis

3. Applying your Model: The Blueprint Assignment
Value of the Instructional Design Blueprint: 20%
Conceive and set out a 30 minute lesson
using your ID model and others!
Use the peer review feedback from your (Posted) ID model
The blueprint should cover roughly 30 minutes to one hour of instruction. (that's coverage.. you don't have to create the actual instructional event,just map out the design for it).
Your blueprint needs to have enough depth to reveal "consistency" between your learning or performance goals, objectives, instruction, and assessment/evaluation. It should also be long enough to reveal a good balance between teacher activity and learner activity. The blueprint need not be "scripted;" however, it must indicate the main ideas that will be covered, what will be done, and how it will be done. Remember that one of the course foci is that you are making informed, thoughtful, instructional decisions. Evidence of this is important, and you get to provide evidence here. If you are referencing certain theorists, cite them in the text, ie: (Dick and Carey, 1990) but do not create a reference list.
Applying your Model: The Blueprint Assignment

4. Applying your Model: The Blueprint Assignment
Format
I. Approach: State your “ism” and why you chose that approach (1/2 page max).
II. Introduction: Purpose: Model Application: Beneficiary.
III. Audience: Who is the intended audience for this report?
IV. The Performance Problem: Explain the gap you will fill by your designed instruction. Explain how you know that gap exists. (hint: Give an idea of what your needs analysis found or might have found that led you to the instruction goals and learning outcomes that you have set for your prospective learners.
V. Learners: Provide a description of the learners for whom this instruction is intended.
VI. Objectives: State the learning outcomes that you desire from this 30 minute instructional module.
VII. Scope and Sequence: Describe the decision making process you went through to select the instruction content you used, and describe the decision making process you used to sequence that content the way you have.
VIII. Indicate optimal and minimal requirements for media and technology used in this learning event.
IX. Indicate the instructional flow: Delivery/Evaluation/Feedback systems
X. Conclusion. State why this blueprint will accomplish your instruction and learner goals.
prepare a short 5 minute PowerPoint slide presentation to share your Blueprint in VClass use – and you will lead the session. You will present the project as a pitch to your fellow design team.

5. Applying your Model: The Blueprint Assignment
Grading
Grading Method for this project:
Format: did the student follow the requested blueprint format? %
Content:
ID Model Application: did the student include and explain how
the instructional blueprint uses the student's personal ID model? 30%
Is the performance problem clearly identified? %
Clarity & Coherence: is the report clear and legible/logical? %
Scholarly / Theoretical basis: Are key models and theories cited? 10%
Conclusion: Does the conclusion explain the blueprint to someone who
might contract the designer for exactly this instruction? %
total: 100%

6. Let’s have some fun Role Play: Pros (Fer) vs
Let’s have some fun Role Play: Pros (Fer) vs. Cons (Agin) respond to Heinich’s (following) main points about the “Proper Study of Educational Technology” :-)

7. Pros Vs Cons FER AGINst Sean Andrew Richard Leo Joanne Steffen Ray
Chael
Jody
John
Rosemarie
Allan
Karen
Michelle
Kenneth

8. The Proper Study of Educational Technology*
Educational Technology is a subset of technology, not education (p. 61).
Tech sub-organizations fail because they do not gain control of the important systems at hand … support, budgets.
LIMITATIONS
Faculties focus on servicing technologies not educational technology learning.
“Curriculum is planned independently of implementation to start with - we need R&D based on a theoretical development construct that requires manipulation of all variables, including instructors, that can lead us to an instructional science an technology capable of radically altering the institution of education” (p. 62).
The development of instructional technology has disturbed the symbiotic relationship between instructional materials and teachers by:
Not realizing that technology disturbs power relationships (in the org.).
We focus on faculty development and not theory development enough
We consult. We don’t lead.
* Reprinted in Anglin from Heinich, R. (1984) in the Educational Communication and Technology Journal, 33 (1), 9-15.

9. The Proper Study of Educational Technology*
6. There is cognitive dissonance caused by a difference between what we “can” do and what the org. lets us do.
7. Cognitive dissonance is also caused by a difference between the design we teach and the design we PRACTICE.
8. We need an intellectual identity. Only then can we help departments to prepare themselves for the future.
9. “A funny thing happened on our way to the systems approach in ID. We stumbled over the rigidity of educational governance and the craft structure of educational institutions. We completely misread the institutions of which we are a part. We need to understand the our processes are basics, not luxuries in educational organizations”

10. The Proper Study of Educational Technology*
FROM CRAFT TO TECHNOLOGY
10. Instruction is changing from a craft to a technological culture.The teaching profession is a craft - it maintains guild tenets and dominates “production” of education. Technological processes killed crafts in Europe as new communication and transport technologies gave rise to the middleman and management. What have ET people learn from this?
11. ET is aligned more with management than labor. Get used to it and do something about this in our theoretical frameworks.
(architects vs. builders).
TECHNOLOGY AND THE EDUCATION PROFESSIONS
12. We don’t help institutions understand how professional and institutional relations change with technology.
13. Technology changes teacher tasks. Pushes menial tasks out. What can educators learn (teachers) from the other professions’ experiences with technology?

11. The Proper Study of Educational Technology*
R & D
Our primary purpose is to Improve, not prove, technology in context.
Instruction is the management of learning so like engineering, it has its own complex organization of machines and people and process. Naturalistic inquiry is the best way to research Edtech.
The question is not whether science has influenced technology, but rather the precise nature of the interaction.
WHERE DO WE GO FROM HERE
17. ID must shift our intellectual base from education to technology.
18. The “systems approach” must be reborn.
19. We are in dire need of scholars.

12. Update: EDER 673 ID Terminology Evaluation History of ID
Instructional Design Philosophies
SMCR/Feedback Communication Model
Context based designs
Learners and Learning Theories
ID Models: A peek
Needs Analysis
Media Selection
Task Analysis
Ordering Content (elaboration)
Evaluation
Motivation

13. Instructional Media: Media Selection Kowch adapted from Reiser & Gagne (1983) in Dick & Carey, 1996 (4th Ed.)
Self Instruction?
Possible Media
Portable Equip.
Training device
Computer
Programmed Text
Interactive TV
Videoconference / IP / N
Videotape
Audio / Phone / IP
Chart / PPT / IP / Overhead
Instructor no no
Readers?
Attitude or Verbal
Information?
yes
Teach Verbal Info?
Teach a skill
(mental/motor)
Attitude?
Will Visuals Help
Recall? no
Motor Practice
Needed?
yes
yes no no
Video / Film / IP Vidfilm, Motion Picture, Printed Text/Slides
Training Aids
Audio or
Printed Text
Portable Equip.+
Training Device)
Computer Based
Text/interactive TV/IP
Video/
VConf

14. Instructional Media: Media Selection from Shambaugh & Magliaro, 1997
Discussion:
What types of media do you like to use ?
What media would be useful in your design project?
What kind of “instructional messages” does each carry?
Is “The Media the Message?”
K-12
K-12+
Training Scenarios
Think
about the
types of Media
you will use in your
Blueprint Design

15. Instructional Media: Media Selection from Shambaugh & Magliaro, 1997
Instructional Technology Designers should view technology (and media) as a means to engage learners in problem solving (not as a product or thing).
Technology and media can be a cognitive aid
Cognitive artifacts are mental tools which can help us understand something.
This slide set is both media and a cognitive artifact. It is a mental tool to help you understand the theories and principles of instructional design (media selection).

16. Instructional Media: Media Selection from Shambaugh & Magliaro, 1997
Media Issues in NEEDS ASSESSMENT
Focus on content, context and learner relationships
Match the media to the intent
Case: Students will conduct a needs analysis in the field.
Choose media suitable for instructional content
Case: Students will learn the music scale.
Choose media appropriate for learners
Case: ESL students will learn to use Windows
Choose media achievable within the reality of the setting
Case: Drill Push will learn basic negotiation skills

17. Instructional Media: Media Selection from Shambaugh & Magliaro, 1997
Media Issues in DESIGN
Create a media sequencing plan for large designs and identify the possible uses of the media.
Case: Course on CPR: Will media assist? How?
Will your instruction sequence change depending on your choice of media?
Case: Course on Outdoor Ed: Will Online Virtual River Models alter when you study Kayaking on Rivers (in spring or…)
Decide on acquiring, adapting, or developing media materials.\
Case: Course on Building Security: Will system simulators / protocol learning depend on $$$ for simulations (video, locks… realism…and if so, can the client afford the hardware and long term support?
Do these materials add to the learning outcome achievement possibility (are they relevant?)
Could learners gain the outcomes as effectively without this technology? With more effective technology?

18. Instructional Media: Media Selection from Shambaugh & Magliaro, 1997
Media Issues in (program) EVALUATION
First, ask yourself three questions when evaluating a (designed) program’s media component.
Do the materials support the intent of the program (outcomes and instructional strategies)?
Case: Course on Distance Education: Taught face to face with overheads.
Inquiry Method for A Formative Evaluation: Interview content experts, tech quality experts and learners.
Inquiry Method for a Summative Evaluation: Use external experts for a review. Ask about the appeal of the materials to the learners, and ask designers, teachers and other users / tech support about the efficiency of the media.
Is the technical quality of the media adequate?
Case: Course: Grade 2 Reader Rabbit language arts: Students cannot yet navigate the Windows Finder to start the program, and the children worry that “Dr. Watson” keeps appearing 30% of the time…
Inquiry Method for Formative and Summative Evaluation: (As in 1).
Do these materials add to the learning outcome achievement effectiveness (are they relevant?)
Could learners gain the outcomes as effectively without this technology? With more effective technology?

19. Instructional Media: Media Selection From Norman (1993)
A Checklist for the Instructional Designer.
Ask yourself : Did the the materials you chose:
Provide a high intensity of interaction and feedback?
Have specific goals and established procedures?
Motivate?
Provide a continual feeling of challenge - a “just right” feeling?
Provide a sense of engagement, making the task seem realistic?
Provide the right tools that fit the learner and the task so well that they aid and do not distract from learning achievement?
Avoid distractions and disruptions that intervene and destroy the subjective experience?
Norman, D. A. (1993). Things that make us smart: Defending human attributes in the age of the machine.
Reading, MA: Addison-Wesley

20. Developing Instructional Media
As a designer, you have three choices when it comes to “making your own” media for your instructional environment:
Select what’s available by these criteria:
Learner characteristics
The nature of the objectives
The instructional strategy (ie: case based, problem based, situational, distance, etc..)
Cost / budget / support implications.
Modify what you have. Issues are:
Copyright/currency/relevance/tech support over time?
Design your own. Issues are:
Match materials to meet the needs of the instructional objectives
Materials must suit the audience
Estimate the cost and do a budget check
Is technical expertise needed? Is there organizational support?
Will this mean new facilities? Fixed vs. Variable cost projections…
Determine the time needed to learn and use these (new) materials.

21. Design Considerations: Learner Motivation

22. Learner Motivation Attitude (Affective domain) Change Study
Focuses on the choice a learner makes.
Components of Attitude learning
Cognitive: Knowing how: before the student can practice any attitudes about save driving, he or she must know how to drive.
Behavioral: the need to engage in behavoir of a certain type . To internalize the attitude of safe driving, the student must do it and receive feedback about the performance (pos. reinforcement).
Affective: Knowing why: A role model demonstrates the desired behavior. The student driver must respect a model of good driving.
Persuasive messages help attitude learning
Modeling helps
Dissoncance helps

23. Attitude Learning / Instruction Design Implications Bloom’s Taxonomy of Eductional Objectives in the Affective Domain
Receiving or attending
Awareness
Willingness to receive
Controlled or selected attention
Responding
Acquiescence in responding
Willingness to respond
Satisfaction with respose
Valuing
Acceptance of value
Preference for a value
Commitment
Organization
Conceptualization of a value
Organization of a value system
Characterization by a value complex
Generalized set
Characterization (of self)

24. The Conditions of Attitude Learning / Instruction Design Implications Smith and Ragan (1999) from Bloom’s Taxonomy of Eductional Objectives in the Affective Domain
Demonstration of the desired behavior by a respected (human) role model. Gagne says this modeling is a 4 step procedure:
Establish the appeal and credibility of the model
The model stimulates the learner’s recall of relevant knowledge and concepts
The model demonstrates or communicates the desired action.
The learner demonstrates or communicates the reinforcement of the model.
Practice of desired behavior by:
Role playing
A reinforcer is a stimulus that reproduces the chance of attitude changing, and the learner sees the new behavior in self.

25. Promoting Interest and Motivation in Learning (after Smith and Ragan, 1999 and Rollett, 1987)
We want provide a design where in the instructional environment students to chose to apply effort and learn.
Extrinsic motivators rest on evaluation and reward to the learner.
Instrinsic motivations rest on conditions within the learner being right. There are 5 mainstreams of work (design principles) on intrinsic motivation:
Competence: which factors (such as a task challenge) are included
Curiosity: complexity, surprise and incongruity are included
Autonomy: self determination and perceptions of causality are included.
Volition: Processes leading to internal valuing are of interest, such as self regulation and the processes of internalization.
Goal orientation: in which two primary sorts of goals learners may hold are considered: performance goals and learning goals.

26. Keller’s Famous ARCS Model
Keller felt it was necessary to understand and to model the influence of effort and the contributors to effort. He determined that among the various constructs that might be applied to the problem of variations in (learner) effort, that of MOTIVATION was the most appropriate and useful of the constructs.
The ARCS model can lead to improvements in the quality of instruction.
A = Attention Strategies - the learner must ATTEND to material
R = Relevance Strategies - So students can attach value to the task
C = Confidence Strateges - So learner performance improves
S = Satisfaction Strategies - affect motivation through management of the consequences of student activity and learning.

27. Attention Strategies and Examples for Instructional Design
ARCS
Attention Strategies and Examples for Instructional Design
Incongruity and Conflict
Introduce contradictory facts or play devil’s advocate
Concreteness
Use concrete verbal presentations such as anecdotes or biographies to attract interest
Variability
Vary instructional format, medium of instruction, or method of interaction
Humor
Use a joke or a pun in redundant or monotonous material
Inquiry
Use problem solving activities or let learners choose topics for study or projects
Participation
Use games, simulations or role-playing

28. Relevance Strategies and Examples for Instructional Design
ARCS
Relevance Strategies and Examples for Instructional Design
Experience
Let learners know how the lesson will utilize their present skill or prior knowledge
Present Worth
Relate how the instruction will be useful now, in the learner’s terms
Future Usefulness
Relate how the instruction will be useful in the future, in the learner’s terms
Need Matching
Use activities that allow learners to utilize responsibility, authority, influence, or to achieve under conditions of moderate risk
Modeling
Use alumni as lecturers or let learners who finish lessons first tutor others
Choice
Allow learners to choose different methods in organizing or accomplishing their work

29. Confidence Strategies and Examples for Instructional Design
ARCS
Confidence Strategies and Examples for Instructional Design
Learning Requirements
In the instructional event, make sure that all of the learners clearly know the lesson and learning objectives that are being taught.
Difficulty
Structure lessons to increase in difficulty from lowest to highest to provide a challenge
Expectations
Let learners set realistic goals and know the likelihood for success at different levels of difficulty
Attributions
Make sure that learners know that their success was a result of their efforts
Self Confidence
Help build self-confidence by allowing learners to practice under safe conditions and by avoiding perfectionism

30. Satisfaction Strategies and Examples for Instructional Design
ARCS
Satisfaction Strategies and Examples for Instructional Design
Natural Consequences
Have positive consequences be a part of good performance in the instructional event, like allowing students to use new found skills as soon as possible
Unexpected Awards
As part of the instructional event, offer unexpected rewards for good performance of both boring and interesting tasks
Positive Outcomes
Use praise and motivating feedback as often as possible.
Negative Influences
Avoid threats or other negative feedback
Scheduling
Schedule positive reinforcements frequently at the beginning of instruction, and ease off and vary reinforcement later on in the lesson

31. Motivational Design Model in Context of the Instructional Design Process Model (Smith and Ragan, 1999)
Analysis
Learning Environment
Learners
Learning Task
Define Motivational Issues
- Classify the motivational problem
analyze audience motivation’
Prepare motivational objectives
Instructional Strategy
Organizational Strategy
Delivery Strategy
Management Strategy
Write and produce Instruction
Design (of motivation)
Generate Potential stratgies
Select motivational strategies
Develop (motivational elements)
Prepare motivational elements
Integrate them with instruction
Evaluation
Assessment instruments
Formative evaluation
Revision
Evaluate
Developmental tryout (of motivational elements)
Assess motivational outcomes

32. Adieu for this week, EDER 673
Adieu for this week, EDER 673 ! Instructional Design (iD) Next Week (March 6- March 13) Evaluation In The Design Process: Readings due for Next Class (March 20, 2003): 1.Evaluation: A General View. In G. Anglin (Ed.), Instructional Technology: Past, Present and Future (pp ). Eugene G. Kowch Assistant Professor of Educational Technology