Volume 3, Issue 2, 2013
Table of Contents
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Don G. Robison, Production Editor
Abstract: A brief tribute to one of our heroes here at The Journal of Applied Instructional Design. Malala Yousafzai is a young Pakistani woman with an enormous story and compelling message. She is speaking, and what she is saying is worthy of your full attention.
Key Words: Malala, Malala Yousafzai, Literacy, Human Rights
Patricia Hardre and Zahed Siddique
Abstract: The purpose of this study was to identify motivational gaps and design to optimize for motivational needs in a current university course in mechanical engineering. The course instructor and instructional designer collaboratively used
the SUCCESS framework (Hardré, 2009) to assess the existing motivational components of the course, examine gaps in the course relative to its goals, and then propose motivating strategies to address those gaps. This paper presents the model and course description, process and products of the analysis, and strategic redesign of the course to optimize motivation for engagement and innovation. This project demonstrates the iterative process of exposing both implicit and explicit motivational elements of instruction and identifying opportunities to improve them. For this process it utilizes coursework in an applied profession that requires open-ended problem-solving and solution design. It illustrates the utility of the SUCCESS framework, as well as an implementation process, for identifying and addressing motivational gaps in instruction, based on key competencies and performance goals.
Keywords: Motivational design, engineering education, collaboration of designer with SME-faculty member.
James Marshall and Matthew Wilson
Abstract: With dropout rates more than double that of classroom-based training, online learning comes with inherent challenges. Careful and deliberate instructional design can increase the effectiveness of online courses—including the motivating of learners to engage with the instruction and persist to course completion. This article describes the application of the ARCS Model of Motivation to the development of animal care e-learning at San Diego Zoo Global. It highlights five tactics represented in the developed training as best practices, and describes the alignment of each to ARCS model components.
Keywords: e-learning, ARCS, motivation, instructional design, training
Andrew A. Tawfik and C. Wayne Keene
Abstract: Research has shown that learners have difficulty as they transition to ill-structured problems tasks. One way for educators to facilitate this transition is by applying case-based reasoning (CBR) theory in the form of case library learning environments. However, the research about how to best implement CBR theory remains limited. This is surprising given the importance of cases within goal-based scenarios, anchored instruction, problem-based learning, and cognitive flexibility theory. As such, further research of this educational technology will help ensure the application of these learning environments establish a foundation for effective higher order learning and problem-solving expertise. The current study evaluated three conditions (lecture, case library used in a collaborative context; case library used on an individual basis) on a problem-solving task. Results found the CBR collaboration group outperformed the other conditions on a posttest designed for problem-solving. Implications for implementation for instructional design are also discussed.
Keywords: case-based reasoning; case libraries; collaborative learning; problem-solving
Don G. Robison and Ginger S. Watson
Abstract: Learner motivation is fundamental to effective learning. This article addresses the challenges and opportunities of motivational design for instructional simulations and presents motivational design guidelines. The types and uses of instructional simulations are defined. The elements of motivation as they are described in various models and theories are surveyed. Models and theories considered include the ARCS motivation model, the intrinsic motivation model, self determination theory, motivation systems theory, arousal theory and flow. The unique motivational challenges and opportunities of instructional simulations are analyzed, and then guidelines for the effective motivational design of instructional simulations are offered.
Keywords: Simulation, learning, design methodology, motivation, instructional simulation, learner motivation, visual design, aesthetic, social learning, Malone, ARCS Motivation Model
Kangdon Lee, Joseph Marler, Mark Savignano, and Deborah Genet
Abstract: The purpose of this research study was to measure the gap between the current state of online classes in
Blackboard and the needs of undergraduate students enrolled in online courses at a major western university, and to find possible improvements to Blackboard that will help meet the needs of students. The condition of online courses in Blackboard at the university was determined based on the analysis of data collected from a survey, interviews, and a literature review. The final results of the research address student perceptions of Blackboard in terms of its ease of use, presentation of instruction based on a variety of learning styles, and student suggestions for possible improvements.
Keywords: online, course, Blackboard, undergraduate, needs assessment, satisfaction