Within the past few months, my organization has implemented a new electronic communication tool designed to provide syllabi, catalogs, newsletters, etc… to our students. When it was first implemented, I thought there would be an overwhelming response and instructors plus administrators alike would value the benefits it would provide to the students. However, it was not embraced as quickly as expected. I have found that many instructors have only become accustomed to using Power Points in their classroom instruction and here we are asking them to use a new technology.
It was not until we made it a requirement that instructors start posting their syllabus and any educational materials to the Portal that it has gained acceptance. Interestingly, instructors that were unwilling to use the product at first , are now happy to have a place to put materials for students to access. It has saved them time and effort that was once spent making copies and going over Power Points. Now there is time in the classroom to interact with the students and go over additional ideas that were not covered previously.
Using Keller’s ARCS model, describe how you could change the motivation of these people, or learners, to encourage success?
First, it is good to understand what the acronym ARC stands for attention, relevance, confidence, and satisfaction (Keller, 2010). The premise of the model is to stimulate and sustain motivation to learn (Keller, 2010).
Attention | Relevance | Confidence | Satisfaction |
A1 Perception | R1 Goal Orientation | C1 Learning Requirements | S1 Intrinsic Reinforcement |
A2 Inquiry Arousal | R2 Motive matching | C2 Success Opportunities | S2 Extrinsic Rewards |
A3 Variability | R3 Familiarity | C3 Personal Control | S3 Equity |
Keller (2010) provides examples that are very relevant to my example above. As stated by Keller, many teachers have methods that they have used for years. At times, they may want to use new products and methods, however, they do not have an idea of what to develop. As with students, instructors can lose their motivation. We are the ones that must bring them back and assist with motivating them.
Reference:
Keller, J. (2010). What are the elements of learner motivation? Retrieved electronically from http://www.arcsmodel.com/Mot%20dsgn%20A%20cate.htm.
Absolutely! I think working with faculty, as commonly noted, is like herding cats. We've all earned our credentials and a sense of entitlement or at least comfort in the tools we've created to interact with our students. I love teaching a different class every term as it keeps me on my toes, allows me time to reflect between courses on what worked, how I can improve questions and interactions, and forces me to focus on why I love to teach. It's not for the laid back lifestyle, but rather the challenge of raising the bar higher or at least getting more bodies to the bar!
ReplyDeleteBy the way, you're not alone in your quest, here's more good information on the topic... http://www.academicleadership.org/emprical_research/246.shtml
ReplyDeleteJodie,
ReplyDeleteBeen there, done that. In a new effort to help everyone become technology savy at my school,we have implemented a new policy that is part of the end of the year evaluations. We have a new CTEL center that all faculty and staff goes through technology training to become familiar with all technology that is being implemented on campus and any others that they would like to use and implement. It was mandated that all employees recieve so many trainings a year. One our laggards are properly trained and showed how to use the various technology they seem to love it. Their attention have been grasped, the motivation and interest is there and they understand how and what to use the technology for.
Emmorfia