Module 5 Video

Hey!

I just wanted to add this video. It shows the kids using the ARCS strategies to motivate Mr. Hesitant in using ActivInspire.

Module 5 Blog

So, I got my kids to help me out with this week's blog. I thought it would be a great idea to have them role-playing the situation that took place between myself and teacher. I am an avid Activboard user and updating whenever I have the chance. The new version called ActivInspire, old is called ActivStudio, was the latest about 8 months ago, so I was trying to convert everyone. However, this particular teacher, called Mr. Hesitant in the movie, was very reluctant to change. He finally downloaded the innovation after seeing my latest flipchart with tons of media, voting device quizzes, and graphic organizers. Anyway, the kids are acting this out and using the ARCS model to demonstrate how I could have influenced this particular to change. I apologize for the sound. Although wild monkeys, turn a camera on, and they shut down.

So what did you think?

To add to their message, Mr. Hesitant exhibited cautious behaviors that prohibited him from adopting the new software. He shows interest but does not want to spend time learning a new skill. He lacks motivation to download the new software. He also does not see the relevance in training on a new topic that serves the same purpose as the mastered skill. Removing this uncertainty requires motivation through a little peer pressure and interpersonal networking.

Mr. Hesitant also exhibits a skeptical and apathetic attitude because he fails to recognize the benefits of the new program. In particular, Mr. Hesitant is unwilling to try ActivInspire because of a strong opposition related to time and traditional values. To change this attitude, he must experience shared goals and assurance of ActivInspire's effectiveness.

Using Keller's ARCS model, I can promote and sustain optimistic adoption of the software.

A: Attention

Grabbing Mr. Hesitant's attention involves perceptual and inquiry arousal (Learning Theories Knowledge Base, 2010). Because he likes to use games in the classroom, I could make a flipchart using the dual user feature with one of the game templates and scoreboards. Next, I have to maintain his interest, so I would keep demonstrating the new software with video from the Promethean site, stimulating examples, and simple documentation of student results.

R: Relevance

Another factor for stimulating motivation is enhancing relevance. Promoting relevance means training the learner on the benefits of the new innovation and defining personal goals (Driscoll, 2005). One strategy for Mr. Hesitant would be to invite him to see student assessment using Inspire and voting devices. I would show him how quickly you can grade work and discuss student responses. This would show him the relevance of learning the new program, especially since it addresses his concern of giving immediate feedback and quick assessment.

C: Confidence

Intimidation affects motivation to engage in learning. Therefore, activities to build confidence are included in the model to create positive experiences and high expectations (Narayan, 2006). First, I would show him the differences between Inspire and Studio making sure to explain the easy transition. I would stick with just a few differences and gradually build on them. Next, I would practice with him on creating flipcharts and using the new features. As we work together, I may find out new tricks that I didn’t know, which makes Mr. Hesitant feel like he is contributing to the training. Finally, I would give him time to experiment with the new technology and be there when he has questions.

S: Satisfaction

The final component of motivation is generating satisfaction. Establishing satisfaction reinforces and builds on previous success to sustain newly acquired skills. Strategies to generate satisfaction require building a sense of accomplishment (TechnoparkToday.com, 2009). I would give him chances to see and use the software in his personal classroom. Whenever he succeeded at creating a new flipchart activity, I would reward him with praise and maybe a prize to encourage participation. Finally, I would keep it fair by sticking with the goal of using the software to improve instruction. I can introduce more complex features later.

References

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.

Learning Theories Knowledgebase. (2010, May). ARCS Model of motivational design (Keller) at Learning-Theories.com [Web log comment]. Retrieved from http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html

Narayan, A. (2006, September 28). ARCS model [Web log comment]. Retrieved from http://elearning.kern-comm.com/2006/09/arcs-model/

TechnoparkToday.com. (2009, April 22). How to learn from your workplace? [Web log comment]. Retrieved from http://www.technoparktoday.com/how-to-learn-from-your-workplace/