1. Managing the Mandate: The ARCS Model Gaining Attention Michael Simonson, Ph.D. Program Professor Instructional Technology and Distance Education Fischler School x8563 simsmich@nova.edu www.nova.edu/~simsmich

2. Agenda Introduction Instructional Technology & The Faculty – what is it? Some Basic Assumptions Visual Literacy Cone of Experience Cognitive Domain Role of the Teacher ARCS Model and Examples Introduction Instructional Technology & The Faculty – what is it? Some Basic Assumptions Visual Literacy Cone of Experience Cognitive Domain Role of the Teacher ARCS Model and Examples

3. www.tresystems.com

6. “The theory and practice of design, development, utilization, management and evaluation of (systematic) processes and resources for learning.” Instructional Technology

7. COMPONENTS OF INSTRUCTIONAL TECHNOLOGY Things/Devices People Processes Things/Devices People Processes

9. “The best current evidence is that media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition.” Richard Clark “The best current evidence is that media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition.” Richard Clark

24. Teacher-Chef as Skeuomorph

25. ARCS – John Keller Attention Relevance Confidence Satisfaction Attention Relevance Confidence Satisfaction

26. Chunking of Information Pre-ChunkingPost- Chunking

27. Attention Strategies Incongruity/Conflict Concreteness Variability Humor Inquiry Participation Incongruity/Conflict Concreteness Variability Humor Inquiry Participation

28. Trigger Films Teaching professionalism with the aid of trigger films. Ber R, Alroy G. Department of Medical Education, B Rappaport Faculty of Medicine, Technion - Israel Institute of Technology, Haifa, Israel. rosalieb@technion.ac.il Ber RAlroy G Accessing the living laboratory: trigger films as an aid to developing, enabling, and assessing anesthesia clinical instructors. Hartland W, Biddle C, Fallacaro M. Department of Nurse Anesthesia, Virginia Commonwealth University, Richmond, Va., USA Hartland WBiddle CFallacaro M Teaching professionalism with the aid of trigger films. Ber R, Alroy G. Department of Medical Education, B Rappaport Faculty of Medicine, Technion - Israel Institute of Technology, Haifa, Israel. rosalieb@technion.ac.il Ber RAlroy G Accessing the living laboratory: trigger films as an aid to developing, enabling, and assessing anesthesia clinical instructors. Hartland W, Biddle C, Fallacaro M. Department of Nurse Anesthesia, Virginia Commonwealth University, Richmond, Va., USA Hartland WBiddle CFallacaro M

30. Examples Advanced Applications IntroductionAdvanced Applications Introduction Leadership – Patton Professional Growth – Miracle Eisenhower Shufflin’ Chef Advanced Applications IntroductionAdvanced Applications Introduction Leadership – Patton Professional Growth – Miracle Eisenhower Shufflin’ Chef

32. Assignment Identify one strategy you use to establish attention, explain this strategy and email your strategy and explanation to Mike Simonson at: simsmich@nova.edu Identify one strategy you use to establish attention, explain this strategy and email your strategy and explanation to Mike Simonson at: simsmich@nova.edu