Instructional design and motivation wanting to learn.

Instructional designand motivation

wanting to learn

COSC 4126 ID and motivation

Situated knowledge

context is part of meaning and knowledge language and vocabulary – jargon, slang supported knowledge – recognizing faces in

unfamiliar settings

implication transfer between school and real world is a

factor in effectiveness of formal learning


Situated learning

make context of learning as ‘real’ as possible provides relevant transferable support

collaboration, goal-directed activities reduces effect of school culture

marks, testing

can games do this?


Instructional design Structuring content to be learned Planning how to

present support practice evaluate

the content Situated design aims to make

experience as ‘real’ as possible


ID based on epitome and elaboration

epitome is a complete and simple model of learning to come enough for peripheral participation meaningful, contextualizes learning

elaboration matches increasing situated participation


ID – content structure

kinds of structure (Wilson 1986) taxonomies procedures models


Taxonomies

hierarchical structures - trees - of concepts or types java class hierarchy biological classification

interconnected hierarchies can be tabulations or lattices ‘multiple inheritance’


Procedures types of procedure organized in a

hierarchy (e.g. Rubik’s cube example) procedure as sequence of steps or

decision tables – epitome has few steps …

aid choking victim

aid standing / sitting victim

aid victim lying down

aid infant or small child


Procedures – sequence of steps

1. stand behind victim2. wrap arms around waist3. place thumb and fist against

abdomen, palm down4. exert quick upward thrust5. repeat four times if necessary

aid standing / sitting victim


Models

attempt to capture relations among concepts in some form (causal, spatial, temporal)

decide a primary kind of relation to represent cross section of a tree Ohm’s law:

current = potential difference / resistance


Models - form

spatial diagrams sequences formulas, theories


Epitome and Elaborations based on the content structure epitome: where to start?

based on the content – simplicity, completeness,… the context – background, interest, goals,

relevance elaboration: how to proceed

based on the content – prerequisites the context – participation, goals


Educational view of motivation: performance = ability plus effort

ability determines potential performance effort determines actual achievement

motivation determines effort motivation is a function of

learner content context presentation


Motivation – learner factors

learner motivation motives

beliefs attitudes needs arousal curiosity

expectancy expectancy of others locus of control learned helplessness


Motivation – content factors

content motivation relevance familiarity/meaning


Motivation – context factors

context motivation validation of content support distraction


Motivation – presentation factors presentation motivation

stimulation of motivation relevance curiosity perceptions expectancy

maintenance of motivation feedback success reward / penalty – intrinsic reward / penalty - extrinsic


Keller’s model of motivation

effort performance consequences

person inputs

environ-ment inputs

motives

expectancy

motivational design and

management

learning design and

management

contingency design and

management

abilities, skills and knowledge

cognitive evaluation,

equity


Motivation and games learner motivation motives

beliefs attitudes needs arousal curiosity

expectancy expectancy of

others locus of control learned

helplessness

content motivation relevance familiarity/meaningcontext motivation validation of content support distraction

presentation motivation stimulation of motivation

relevance curiosity perceptions expectancy

maintenance of motivation feedback success reward / penalty – intrinsic reward / penalty - extrinsic


Keller’s model and games

effort performance consequences

person inputs

environ-ment inputs

motives

expectancy

motivational design and

management

learning design and

management

contingency design and

management

abilities, skills and knowledge

cognitive evaluation,

equity

Instructional design and motivation wanting to learn.

Documents

Transcript of Instructional design and motivation wanting to learn.