INTERACTION, ENGAGEMENT AND MOTIVATION. WELCOME o Facilitator name Position at university Contact info.

INTERACTION, ENGAGEMENT AND MOTIVATION

WELCOMEo Facilitator name

• Position at university• Contact info

LEARNING OUTCOMESBy the end of this module, you should be able to:o Describe several strategies for improving

interaction and engagement in your courseo Analyze the four major conditions for motivation

according to Keller’s ARCS Model o Develop strategies for improving student

motivation for learning

AGENDA1. Interaction and Engagement2. Motivation for Learning3. Summary

1. INTERACTION AND ENGAGEMENT

• Modes of interaction• Equivalency theorem• Engagement strategies

MODES OF INTERACTION

Content

Teacher

Student

(Anderson, T., 2003)

ACTIVITY 1: EQUIVALENCY THEOREM DISCUSSION

o “Deep and meaningful formal learning is supported as long as one of the three forms of interaction is at a high level.”

o “High levels of more than one of these three models will likely provide a more satisfying educational experience”

(Anderson, T., 2003)

EQUIVALENCY THEORY RE-EXAMINEDo The value students place on different modes of

interaction depends on many factors (eg. mode of delivery, course subject).

(Anderson, T., Miyazoe, T., 2010)

STUDENT-STUDENT INTERACTION (ONLINE)

Student 1:

Student 2:

Student 1:

STUDENT-STUDENT INTERACTION (ONLINE)

o Discussion forums • “Social Café” – for informal communication• Guided discussions (e.g. online debate)

o Web conferencing o Peer reviews o Group collaboration and presentations

STUDENT-CONTENT INTERACTION

STUDENT-CONTENT INTERACTION EXAMPLE OF AN INTERACTIVE ONLINE LESSON

Intro Video Learning Outcomes

Mini Video Lecture 1 Mini Quiz 1

Mini Video Lecture 2Reading

Poll/Survey based on Reading

Video

Video Response

Mini Video Lecture 3 Mini Quiz 2 Lesson Wrap-

Up

STUDENT-TEACHER INTERACTIONONLINEo “Ask the Instructor” forum

STUDENT-TEACHER INTERACTIONONLINEo Promptly respond to studentso Post regular announcements

GROUP ACTIVITY 2: INTERACTIONo Group 1: Student-Studento Group 2: Student-Contento Group 3: Student-Teacher

Discuss and develop strategies for improving the assigned mode of interaction in the course

ENGAGEMENTVideo

o Strategies for engaging online students

REFLECTIONo Can you think of a learning activity from a course

you teach or have attended where students were very engaged in the learning process?

o While watching the video, did you recognize a teaching strategy that you could implement in your course design to further increase the level of engagement of your students?

2. MOTIVATION FOR LEARNING

• Why motivate?• Primary motivational

states• Keller’s ARCS model for

influencing learners’ motivation

WHY MOTIVATE?“One of the most important tasks as teachers is to inspire and motivate students. We want them to embrace the course material, to enjoy and appreciate our academic discipline, and to be excited about the intellectual life”(Boyle, Rothstein, 2008)

MOTIVATIONVideo

o Should we take student motivation into account when designing courses?

MOTIVATION PROBLEMSo Gaining attentiono Increasing relevance

FOUR PRIMARY MOTIVATIONAL STATES

Skill

Challenge

LOW SKILL HIGH SKILL

LOW CHALLENGE

apathy boredom

HIGH CHALLENGE

anxiety flow

A STATE OF OPTIMAL EXPERIENCE: “FLOW”

“FLOW occurs when an individual is engaged in a task that is perceived as challenging and that the individual feels in possession of sufficient skill to complete.”

(Csikszentmihalyi, 1993)

MOTIVATIONVideo

o Improving student motivation

HOW TO MOTIVATE? FOUR MAJOR CONDITIONS FOR MOTIVATION

oAttentionoRelevanceoConfidenceoSatisfaction

According to John Keller’s ARCS model http://www.arcsmodel.com/

ATTENTIONo Attract and maintain students’ interesto Catch student’s attention by changes in

instructional format, medium of instruction, layout and design of material, changes in interaction patterns

o Promote frequent engagement in problem-solving activities

o Increase student participation

RELEVANCEo Tell learners how they will apply their existing

skills in the new learning taskso Relate learning to prior experienceo Explain why what they are learning should be

important to themo Explicitly relate instructional goals to the

learner’s future activities

CONFIDENCEo Clearly state the learning goals o Incorporate self-evaluation tools and provide

explanation of the criteria used for evaluationo Sequence learning material in order of increasing

difficultyo Point to strategies for planning the work

productivelyo Ensure that learners know their success will be a

product of their effort

SATISFACTIONo Let students use their skills in realistic settings as

soon as possibleo Allow students who have mastered a task to help

students who are falling behindo Support student success with motivating

feedback immediately following task performance

o Schedule frequent reinforcement at first and intermittent reinforcement later

GROUP ACTIVITY 3: MOTIVATIONo Group 1: Attentiono Group 2: Relevanceo Group 3: Confidence

Discuss and develop strategies for improving the assigned condition for motivation in the course

TEACHING ONLINE

TEACHING FOR THE FUTURE

SUMMARYo Create opportunities for interaction and

engagement through different modes of interactiono Keep an active presence so learners feels connected

and supportedo Motivate students to enhance their learningo Build learners’ interest in learning and confidence in

their abilities to help move them toward the ideal motivational state of flow and prime them for further learning

THANK YOU

o Questions?o Comments? o Help?

Contact information – facilitator’s and departmental

REFERENCES1. Anderson, T. (2003). Getting the Mix Right Again: An updated and

theoretical rationale for interaction. The International Review of Research in Open and Distance Learning. 4 (2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230.

2. Anderson, T., Miyazoe, T. (2010). The Interaction Equivalency Theorem. Journal of Interactive Online Learning, 9 (2), 94-104. Retrieved from http://www.ncolr.org/jiol/issues/pdf/9.2.1.pdf.

3. Boyle, E., Rothstein, H. (2008). Essentials of College and University Teaching: A Practical Guide. 3rd ed. Vancouver, BC: Proactive Press.

4. Csikszentmihalyi, M. (1993). The Evolving Self: A Psychology for the Third Millennium. New York, NY: HarperCollins.

5. Edith Cowen University, Centre of Learning and Development. What is Active Learning? Retrieved from

http://intranet.ecu.edu.au/__data/assets/pdf_file/0005/491189/AEL-What-is-Active-Learning-Summary-video.pdf

REFERENCES6. Harvard Magazine. (2012, February 9). Eric Mazur shows interactive

teaching. Retrieved April 9, 2014, from http://www.youtube.com/watch?v=wont2v_LZ1E.

7. Keller, John. (2013, September 17). John Keller’s ARCS model. Retrieved from http://www.arcsmodel.com/.

8. Northwest Iowa Community College. (2011, February 8). What is Active Learning? Retrieved April 9, 2014, from

http://www.youtube.com/watch?v=UsDI6hDx5uI.9. Smith, P.L, Ragan, T.J. Promoting Interest and Motivation in Learning.

Retrieved from http://higheredbcs.wiley.com/legacy/college/smith/0471393533/web_chaps/wch03.pdf.