We’ve all been there. The course launches in two days. Your SME just gave you another laundry list of ‘essential’ revisions, and entire sections of the course need to be added. So, other than starting an intravenous drip of caffeine, how do you tackle rapid development without going insane? Here are four tips and tricks to help you meet your course development deadline.
Rainbows End is a brilliant 2006 science fiction novel by Vernor Vinge. In the book, he describes a world undergoing ever-increasing change after the technological singularity—a premise that the invention of artificial superintelligence will trigger a runaway technological growth that results in unfathomable changes in human civilization. I’m starting to think that what the author envisioned for 2025 is quite possible.
Throughout this series, we’ve explored the four components of Keller’s ARCS Model for Motivation: attention, relevance, confidence, and satisfaction.
In my last post, I discussed practical ways to motivate your students by making your course content relevant to them in and outside of the classroom.
Today we will look at ways you can motivate your students by boosting their confidence.
In her article, Miller (2015) asserts that “students with self-confidence pay more attention in class, get along better with their peers and generally have a more focused and inquisitive attitude.” She offers creative strategies to improve students’ confidence in face-to-face, online, and blended learning environments:
Provide positive feedback when appropriate.
Give only genuine praise.
Set realistic goals.
Provide opportunities for equal participation.
Create an open, positive environment for learning.
Show enthusiasm for the subject you’re teaching and for your students’ success.
Some other strategies to increase and maintain students’ motivation in the area of confidence include: “making expectations and assignments clear, and making sure students know they can ask questions” (Chesebro & McCroskey, 2002, p. 90).
In both undergrad and graduate school, the enthusiasm and passion of my two favorite communication professors sparked the same enthusiasm and passion in me—not only for the subjects they taught but also to learn and do well in their classes.
My undergraduate professor’s enthusiasm and passion for the fight against human trafficking opened my eyes to this horrible injustice. Our class discussions challenged and inspired me to do all I can to spread awareness and join the fight myself.
My graduate professor’s enthusiasm for the infamous film, The Sound of Music (1965) allowed me to see and appreciate the film and story in a whole new way. Now, I catch myself using the same methods he taught us to notice the cinematic detail in other films, allowing me to appreciate the power of this form of storytelling even more.
In both cases, my new-found passion and enthusiasm increased my confidence in what I learned—directly increasing and maintaining my motivation to learn
In the final post in this series, we will discover the final component in Keller’s ARCS Model for Motivation: Satisfaction.
Chesebro, J. L., & McCroskey, J. C. (Eds.). (2002). Communication for teachers. Pearson.
Instructional designers agree on one fundamental concept of course design: you must know your audience. This article focuses on an emerging audience and proposes a not-so-new strategy for designing eLearning that works for it.
WHAT WE KNOW
Today, we consult a large body of research dedicated to the design of online learning. We have come to know this audience of learners fairly well—including three distinct subgroups: K-12, adults working full-time, and post bachelor students. Research consistently points to interactivity and student engagement as key components for successful online learning—and instructional designers get that. A 2007 article states:
The success of an online course depends greatly on how actively engaged students are with the instructor, with their classmates, with the content, with technology, and with course management tools. (Mingsheng Dai, Online Cl@ssroom).
Businesses hire instructional designers to develop onboard training and incremental training that features libraries of topics designed to help employees do their jobs well. According to one eLearning blogger, for eLearning to be effective with an audience of employees, it has to “look and sound great,” “be real,” and “flexible.” (Young, Meghan, July 29, 2013, eLearning Industry).
Leaders recognize that eLearning has found momentum and led to an increase in material learned, retention rates, revenue, and savings. (Karla Gutierrez, 2016, April 7, SH!FT). Course designers have tailored eLearning to the student and employee audiences at a 900% growth rate since 2000. Are you ready to meet the needs of an even newer audience?
Early in 2017, Julie and Kenneth Kendall, Rutgers University, published an article stating that more and more executives are “being groomed to serve as organizational leaders.” Their study shows that executives make up a slightly different audience from the learner/employee audience that we see featured in most eLearning research. (p. 62). Now, the Kendalls are calling for a new kind of online learning, one that reaches an “executive” audience. These folks are seasoned professionals, rising to leadership roles in corporations, and have had success in their companies, with loads of real-life experience. Sounds like a new twist on what we understand the “learner” to be.
THEY HAVE STORIES TO TELL Taking what we already know about eLearning design and tailoring it to an executive audience, the Kendalls discover from their research that executives engage well with story. They have stories to tell. They know the ins and outs of how the business runs. They know how to set company standards, and can give you a list of best practices from memory (and experience).
The Kendalls propose incorporating storytelling to innovatively enhance executive education. By addressing the following elements in every great story, learners can engage by telling their own stories, while others discover new learning or validate their own experiences.
The call to adventure
By now you’re thinking: storytelling is nothing new! But incorporating story as a method/strategy for course design to reach professionals who have valuable experience strikes me as innovative and fresh. Kudos to the Kendalls for featuring this emerging audience and finding a strategy that works!
Can you even imagine what could be accomplished with story? I’m going to spend some time figuring that out. Be sure to come back here for more!
Have you been looking for a way to make executive education work for your client? Have you discovered strategies that work well? Do you expect to be designing executive education in the future? I’d love some feedback.
Kendall, J. E. & Kendall, K. E. (2017). Enhancing online executive education using storytelling: An approach to strengthening online social presence. Decision Sciences Journal of Innovative Education, 15, 62-81.