ࡱ> ?A@(G "/ 00DTimes New Roman(0(z[ 0 DGaramond Roman(0(z[ 0  DArialnd Roman(0(z[ 0 "0DWingdingsRoman(0(z[ 0  C .@  @@``  @n?" dd@  @@`` :2/E!# % ' , - .s AA1?@8+,g4BdBd@z[ 0ppp@  ʚ;ʚ;<4ddddl|- 0X<4BdBdl|- 0Xr0___PPT10 2___PPT9/ 0? %O =s%/Motivational Strategies in Instructional Design By M. Kandan Session ObjectivesAt the end of this session you will be able to: Describe what A, R, C & S represent in the ARCS model. Identify the parameters for measuring ARCS(0b0b %Importance of Motivational Strategies)Motivation is an important component of instruction because despite individual differences, there is one thing common in motivated learners: They are enthusiastic They are curious The ARCS model by Keller provides a framework for incorporating motivational techniques in instructional material.<Z)ZsZ)s What is ARCS?The ARCS model of motivation was developed by John Keller in the 1970 s. ARCS is an acronym for: Attention Relevance Confidence Satisfactionlb,b    ' AttentionPerceptual arousal with the use of novel, surprising, incongruous and uncertain events. Promotion of information seeking behavior. Retention of interest by varying the elements or mode of instruction. $PP Increase perceptual arousal. Audio-visual effects Unusual content or events Absence of distractions Promote information seeking behavior. Active responding Problem creation Maintain interest. Interplay of instruction and response Format variation in instruction Functional integrationPGP&P#PP]PG&#]  ( Strategies  ,Relation of concepts and examples with the learners previous experiences and/or current profile Utility of instruction for the learner P Address the following questions: Who is my learner? What are the tasks that the learner s job involves? What are the problems the learner can face while performing those tasks? What are their needs? - for example, in terms of knowledge required to help them solve problems on the job Provide examples and instruction that relates to the learner profile outlined in the above questions. L!PPgP!f) Feeling of competence in a concept or skill in the learner s mind Positive expectation of success in performing a skill Promote a feeling of competence in the learner. Move from easy to difficult Appropriate level of difficulty in the instruction depending on the learner profile Test conditions - creating real-life problem situations that need to be solved or addressed Practice with reinforcement of concepts or skills Build a positive expectation of success. Test conditions Criteria and feedback best practices (tips) provided on how best to perform a task - so learners take away more than just basic knowledge t0PP)PPP0)* PUse of newly acquired knowledge or skill in to solve a problem Reinforcement of the learner s success - that is, instilling a positive feeling about an accomplishment Z ^Use newly acquired knowledge or skill. Exercises Simulated applications Reinforce the feeling of success in the learner. Judicious rewards for correct responses Meaningful reinforcement of concepts/skills Consistency between the specified goals or expectations and the outcome of the learner s efforts 'Z!Z2ZZZ'!1-CautionSWhen taken alone, each of the four elements could either increase or decrease motivation. For example, too many attention gaining strategies without any relevance, practice or feedback may result in lower motivation levels. 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