Throughout this series, we’ve explored Keller’s ARCS Model for Motivation, which includes attention, relevance, confidence, and satisfaction—four components used in successful face-to-face, online, and blended learning environments.
In my last post, I shared different strategies to motivate students through gaining and maintaining their attention.
Today we’ll look at practical ways you can motivate your students through course content that’s relevant to them in and outside of the classroom. Continue reading “Motivation in Education: Relevance”
Have you noticed the dark cloud in the corner of your office? That agent of doom that keeps saying: “blended instruction is just a phase,” “you don’t have time and resources to get started with blended,” or “what’s the big deal about blended anyway?”
Continue reading “Instructional Design Team to the Rescue!”
Want to get students fired up about learning? Then present a problem and ask them for a solution. Scenario-based instruction will grab your student’s attention and keep them engaged in the learning experience. In this post, I will give some definitions of scenario-based learning, identify some of the benefits it offers, and explain when to use it in your online course. Continue reading “Get students fired up with scenario-based eLearning”
Content is difficult to read on a screen. If you want students to engage with your online course, you need to improve the cognitive load. The best practices used for writing for the web include active voice, positive tone, the inverted pyramid, chunking text, bullet and number lists, and descriptive headings. In this post, we’ll examine how to improve the readability of your course using active voice. Continue reading “Improve Your Course Content: Active Voice”
Our eLearning Team is moving toward student-centered learning in our courses. This approach is often miles away from how the course existed in the past, or how the subject matter expert envisions the online course to be.
I have found three ways to help our team and SMEs move toward becoming student-centered in all of our course development projects.
First, provide onboard training for online/blended instructors. Next, build interaction into every course. And finally, establish and sustain teacher presence while facilitating the course. Continue reading “Three Ways to Become Student-Centered”
In my last post, I introduced John Keller’s ARCS Model for Motivation. The ARCs model has practical application in face-to-face, online, and blended learning environments. To recap, Keller’s ARCS Model has four parts:
This post focuses on how you can gain a student’s attention to increase and improve his or her motivation to learn. Continue reading “Motivation in Education: Attention”
I spend a lot of mental energy wondering. I wonder if I did this … I wonder why they did that … I wonder if others wonder. I often find myself wondering what helps people learn – including myself. For example, I’m not very mechanically minded. I have spent a lot of sleepless Christmas Eves trying to assemble that awesome present that looked fantastic in the store. I often wonder if there is a better way for me to learn.
Continue reading “I’m Wondering: Is There a Better Way?”
This post is the second in a series titled, Form an Online Connection. Part 1 was published March 9, 2017.
In my last post, Form an Online Connection, Part 1, you read about using your voice to connect with students. This time, the focus is on using your eyes. In a face-to-face course, students have the benefit of being in the same room with the instructor. This makes it possible to observe body language, vocal tone, and facial expressions. Valuable connections are made as the professor looks into each student’s eyes and allows them to return the gaze. Continue reading “Form an Online Connection: Part 2”
Motivating students is one of the most difficult tasks for a teacher. Don’t believe me? How many students are like Jeremy in this Zits Comic? A student’s motivation does not rely solely on his or her own effort, but also on the teacher’s behavior and the way he or she presents content. John Keller understood this when he created his ARCS Model for Motivation in 1983. Continue reading “Motivation in Education: Overview”
Are you an instructor who’s thought, “I have all this content that my students need to know—why aren’t they getting it”? Have you considered converting that bland text into a format that pops? Let’s discuss why you should consider using visual tools to bring your information to life. Continue reading “Visual Tools: Convert Your Content into a Format That Pops”