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?”