EME611 Principles of Learner Motivation

Instructional Design Scope Document

JoAnne Scott
June, 2014
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Table of Contents

Instructional Aim ......................................................................................................................3

Goal Analysis ............................................................................................................................3

Needs Analysis ..........................................................................................................................3
Personal Need
Academic Need

Learner Analysis .......................................................................................................................3
General Learner Characteristics
Specific Learner Characteristics
Entry Knowledge

Performance Assessment ..........................................................................................................4
Knowledge
Skills and Application

Context Analysis .......................................................................................................................5
Description of the Orienting Context
Description of Instructional Environment
Description of Transfer Context

Task Analysis ............................................................................................................................5

Topic Analysis ..........................................................................................................................5

Instructional Objectives ............................................................................................................7

Objective Strategies ..................................................................................................................7

Instructional Modules ...............................................................................................................7

Evaluation Strategies ..............................................................................................................17
Formative Assessment and Evaluation
Summative Evaluation
Confirmative Evaluation

Implementation .......................................................................................................................18

Summary & Conclusions ........................................................................................................18
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Instructional Aim
Instructional design students will have the skills and personal resources necessary to effectively
incorporate motivational techniques
in the design and development of new instruction,
in the modification of existing instruction,
across learner age ranges, and
across learner contextual situations.
In addition, students will develop the ability to recognize the inclusion of motivational
techniques within an instructional product or situation and assess the effectiveness of those
techniques.

Goal Analysis
Goals serve two purposes; theoretical foundation of concepts and practical application.
1. Students will learn the theoretical foundation upon which motivational design is based;
motivational design techniques; motivational design models, with emphasis on the ARCS
Model of Motivation; and motivational assessment tools.
2. Students will be able to recognize and analyze motivational design characteristics, apply
motivational design techniques; and develop a personal approach to motivational design.

Needs Analysis
For this project the learner population is generally defined with respect to need, which can be
categorized as personal need and academic need.

Personal Need
Students voluntarily enroll in the class as an elective, which demonstrates two possibilities of
personal needs. The first is interest in learning how to motivate students. The second is to fill an
elective class requirement.

Academic Need
Satisfactorily completing the Instructional Design and Technology program requires students to
compile a significant amount of working knowledge about the theoretical and practical
application of instructional design and development;
cultivate related skills and practice those skill; as well as
explore and moderate their attitudes toward this knowledge and skills.
The Principles of Learner Motivation course is one component of a complete system that
provides students with the opportunity to meet these needs so as to enter the workforce, or
pursue additional degrees, with the ability to design and develop effective instruction.

Learner Analysis
General Learner Characteristics
Participants in this course are masters level students with at least one semester in the
Instructional Design and Technology program. It is reasonable to assume they share general
characteristics. These include,
excellent reading, writing and study skills;
at minimum, foundational knowledge of the systematic design process from EME 601;
significant interest in instructional design as a career;
at least a general interest in motivational theory and techniques;
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possible life experience with instructional design scenarios and functions; and
access to computer equipment and an internet connection, if not personally via UT
supplied resources.

Specific Learner Characteristics
Specific learner characteristics will vary by semester as the enrolled students change. For the
Fall, 2014 offering characteristics of registered students will be considered for application
activities and case studies.

Observing both andragogical and motivational guidelines, instruction must provide for the
accommodation of learner life context and learner assigned meaning. Therefore, generic
mechanisms that can easily be modified to fit each new group of learners will be included in the
initial and generative presentation strategies.

Entry Knowledge
It is reasonable to assume participants enter the course with basic instructional design knowledge
including but not limited to,
system related definition of an organization;
learner analysis, needs analysis, task analysis and environmental analysis;
instructional goals and instructional objectives;
formative and summative evaluation;
learner assessment;
instructional design models;
instructional strategies; and
alternative options to instructional design.
Furthermore, it is reasonable to assume participants enter the course with basic academic skills
including but not limited to,
excellent reading, writing, time management and study skills;
the ability to work cooperatively;
the ability to perform targeted research of existing periodicals;
problem solving skills; and
synthesis and application skills.
Completion of prerequisite courses including EME 601 Introduction to Instructional Design,
EME 610 Trends in Instructional Design and potentially EME 620 Systematic Instructional
Design would ensure the student received the greatest benefit from this course.

Performance Assessment
Knowledge
Instruction will provide learners with,
knowledge of the theoretical foundation upon which motivational design is based, and
knowledge of motivational design techniques, models and assessment tools.

Skills and Application
Instruction will provide learners with,
opportunities to recognize and analyze motivational design characteristics;
opportunities to apply motivational design characteristics; and
the opportunity to develop a personal approach to motivational design.
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Context Analysis
Description of the Orienting Context
There are two reasons why students enroll in the course. First, to satisfy an elective requirement
for completion of the instructional design program. Second, to satisfy an interest in motivational
design. As students themselves, they have life experience with both motivating and
demotivating learning experiences. Instruction can be dry and unimaginative so it is natural for
instructional design students to have an interest in making their instructional products stand out
from the norm by engaging students interest. Furthermore, motivational design incorporates
concepts from other theories including cognition and efficacy as well as instructional design
models, so students have already been exposed to motivation on an introductory level. Exposure
to knowledge encourages desire for additional knowledge.

Description of Instructional Environment
The instructional environment for the Fall, 2014 offering of the course will be hybrid.
Approximately half of the classes will consist of face-to-face instruction and half will be
asynchronous, distance instruction. The face-to-face classes will take place in a classroom with
projection equipment and will not exceed 3 hours in length. Instructional activities will include a
mix of instructor presented content, discussion and cooperative activities. Required and optional
resources for student participation and enrichment will be available via Blackboard.
Asynchronous instruction will also be made available to the students via Blackboard. All
instructional content, resources and web links will become available the calendar week for which
the topic is intended. Students will complete the related instructional activities at their own pace
within the general timeline given for the weeks activities. The timeline is included to promote
the regular student interaction necessary for the learning activities to function as designed.

Description of Transfer Context
The purpose of the course is to enable students to incorporate motivational design into their
instructional design activities. Upon completion, they will be able utilize their knowledge and
skills in the development of instructional products they create for other courses, for their
portfolio, and ultimately as part of their career.

Task Analysis
In this context, a task analysis would cover the behaviors necessary for the students to be able to
incorporate motivational practices within their own instructional products. This is a personally
developed process that can vary by situation. A cognitive task analysis would analyze how
individual students complete the process, but this process would not necessarily be standardized
among the student population. For the purposes of instruction within the confines of this course,
it is appropriate to omit the formal task analysis and provide students with opportunities to try
out, practice and develop their own procedures through active participation in simulation-style
activities.

Topic Analysis
In contrast to the task analysis, a topic analysis is very functional to guide the design of
activities; direct the choice and placement of textual resources; and ensure concepts and learning
activities are sequenced effectively. In addition, the topic analysis presented below will be
converted to a pictorial representation, or course roadmap, and included in the syllabus. This
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technique is based on andragogical and motivational principles that support the adult learner
desire to be informed and in control of their learning experiences.

I. Introduction to Motivation
Motivation concept artifact
II. Motivational Theories
A. Reinforcement Theory
1. External Rewards
B. Social Cognitive Theory
1. Vicarious Learning
2. Self-Efficacy
3. Achievement Anxiety
4. Self-Regulation
Motivational theories artifact
III. Cognitive Theories
A. Expectancy/Value Theory
B. Social Learning Theory
C. Attribution Theory
Revised motivational theories artifact
IV. Goal Theory
V. Perception of Ability
VI. Intrinsic Motivation
VII. Andragogy
Revised motivational theories artifact
VIII. Motivation and Instructional Design
Categories of motivational models artifact
IX. Introduction to the Motivational Design Models
A. ARCS Model
B. Time Continuum Model
C. Super Motivation Model
D. CANE Model
Model comparison presentation
X. ARCS Model
Personal list of instructional tactics artifact
XI. Reflect, Review and Create
Write about motivation and instructional design
Discuss personal orientation toward motivation or motivational design
XII. Integrating ARCS with Instructional Design
Instructional design/ARCS model tool
XIII. Identifying Motivational Goals & Tactics
Motivational objectives and corresponding assessments
XIV. Integrating Motivational and Instructional Strategies
Integrating strategies tool
XV. Tools to Support Motivational Design
Motivational assessment tool


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Instructional Objectives
Upon completion of this course students will be able to satisfy the following objectives.
1. Identify and describe the basic tenets of various theories of motivation.
2. Compare and contrast the contributions that the various motivational theories offer to the
field of instructional design.
3. Select appropriate principles derived from given theories and apply those principles
within practical design situations.
4. Analyze motivational problems in learning and performance and design effective
solutions.

Objective Sequencing and Strategies
Instruction is broken into modules that are presented on a weekly basis. Each module
contributes to the overall course objectives and instructional aim. For organizational and
instructional purposes the modules are designed around specific sub-objectives of the course
objectives. Objectives are sequenced in a learning-related fashion with the exploration of
prerequisite concepts occurring prior to the functional application of those concepts.

Module 1: Introduction to Motivation (A)
Objective:
The student will identify their current concept of motivation and align it with the recognized
components of instructional motivation.
Welcome (Start Here) presentation:
The student will watch a short (3-5 minute) recorded presentation welcoming them to the course
and explaining the syllabus, calendar, blackboard format and assignments.
Generative strategy:
The students will identify 3 or 4 significant things about themselves and 3 or 4 ideas they
have about what motivation is or how people are motivated. They will use this
information to create an artifact using text2mindmap.com. After completing the artifact
they will create a thread in the discussion board forum designated for this activity. This
artifact serves several purposes. It is the first step in creating a community learning
culture among the members of the class. It targets the students attention on the topic of
motivation. Finally, it provides the instructor with life context information about the
students that can be used throughout the semester to foster relevance within discussions,
examples and activities.
After completing the artifact students will participate in a short interactive slideshow that
identifies the recognized definition of motivation as it applies to instructional design.
The students will review the artifacts of other students in the course as they are posted.
If this were a synchronous class, the activity would provide a starting place to transition into the
discussion of motivation as it relates to instruction, which is part of the generative strategy
After completing the artifact the instructor will facilitate a discussion recognizing commonalities
among the students themselves and their ideas on motivation. Specifically, how they perceive
the concept of motivation, what motivates them personally and how their ideas on motivation
compare to theories of motivation.
Resources:
Automated storyline welcome presentation
Instructions for creating the artifact using text2mindmap.com and posting it to either the
Google community or discussion board (if google use a hashtag for easy retrieval)
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Sample mindmap that does not influence the students concept of motivation
Automated storyline presentation defining motivation in instructional design
Lesson plan

Module 2: Motivational Theories & Cognitive Theories of Motivation (two-week module)
(A/SY)
Objective:
The student will identify and describe the basic tenets of Reinforcement Theory, Social
Cognitive Theory, Expectancy/Value Theory, Social Learning Theory and Attribution Theory.
The student will apply tenets of motivational theories to hypothetical situations.
Module 2.1 (Motivational Theories) I nitial presentation:
A recorded video introduction using screencast-o-matic or something similar showing how to
navigate the weeks asynchronous activities. Also serves to set the stage for future asynchronous
weeks. Ends with some teaser about the weeks topic.
Module 2.1 Generative strategy:
Interactive presentation created using Articulate Storyline which reviews the main points
of the theories as described in the weekly reading(s).
Motivational Theories Artifact Assignment: Students will use text2mindmap.com to
independently create a mindmap detailing their understanding of the tenets. Instructions
need to include showing how or where the theories overlap each other.
Students will share their mind map by posting it to the Google community and marking it
with the appropriate hashtag. They can choose to comment/discuss the mind maps of
others.
As a result of reviewing the maps of others (community learning), students can revise
their mindmap before the next class meeting.
In this activity discussion board forums serve the function of creating a centralized
location for students to share their work and access the work of others. Actual discussion
is not a requirement.
Module 2.1 Resources:
interactive storyline presentation
Instructions for the activity
Discussion board forum (if posting results this way)
Lesson plan

Module 2.2 (Cognitive Theories) I nitial presentation:
Jeopardy game reviewing theories from previous week and their main ideas.
Module 2.2 Generative strategy:
Instructor presentation reviewing the main points of the theories as described in the
weekly reading, using a PowerPoint slide show.
As a class, brainstorm and add tenets from this weeks theories to the mind map to
construct a complete artifact covering all the theories to date. This is when the majority of
class discussion will take place. (Provide students with a link to the completed artifact.)
Conclude with short scenarios where the students identify components from the theories
as exemplified in brief descriptions of actual events. (Try to incorporate learner
characteristics/experience into the scenarios.)
Module 2.2 Resources:
Review game
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PowerPoint slide show
Mind map with theories and tenets from the first week of the module
Application scenarios
Lesson plan

Module 3: Goal Theory; Perception of Ability & Intrinsic Motivation; Andragogy (A)
Objective:
The student will identify and describe the basic tenets of Goal Theory; Perception of Ability and
Intrinsic Motivation; and Andragogy as they apply to motivation.
I nitial presentation:
Audio recording telling a story related to the weeks topic (Voki).
Generative strategy:
Interactive presentation created using Articulate Storyline which gives a synopsis of main
points from the readings.
Motivational Theories Artifact 2 Assignment: Students add new components from the
modules content to their mindmap.
Students will share their mind map by creating a thread in the discussion board forum
design for this activity and can choose to comment/discuss the mind maps of others.
As a result of reviewing the work of others, students can revise their mindmap before the
next class meeting.
Students will participate in a discussion board activity where they document tenets of the
covered theories as they observe their presence in their sphere of existence. Posts are
limited to three (3) sentences each but students can create multiple posts. Students may
also choose to comment and discuss the posts of others.
Resources:
Storyline slideshow
Instructions for the activity
Discussion board forum and instructions including reflection on motivational aspect of
reading the posts of others
Lesson plan

Module 4: Motivation & Instructional Design (SY)
Objective:
The student will identify the categories of motivational design models.
The student will describe how the tenets of motivational theories apply to the categories of
motivational design models.
The student will apply the categories of motivational design models to hypothetical scenarios.
I nitial presentation:
When the students enter the room there will be a visual on the screen that asks if they are
tired of theories yet. The instructor can comment that the theories get a little heavy, but
they are necessary for what comes next.categories of motivational design models.
Generative strategy:
Instructor presentation reviewing the main points of motivational design models as
described in the weekly reading, using a PowerPoint slide show.
As a class, identify each of the categories of motivational design models and their
identifying components to construct a word could for each category of motivational
design models that concisely presents the main ideas related to each category. During this
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activity is when most of the class discussion will take place. Discussion should include
references to motivational theories and how they shape the motivational design models.
(Provide students with a link to the completed artifact.)
Wrap up game Who wants to be a millionaire? The students must use their knowledge
of the motivational design model categories presented in class to answer the questions.
The game is traditionally a one person game, but in this context the students will agree on
their answer as a class.

Resources:
Are you tired of theories yet? visual
Who wants to be a millionaire? review game
PowerPoint slide show
Wordle.com for generative activity
Lesson plan

Module 5: Introduction to Motivational Design Models (ARCS, Time Continuum Model,
Super Motivation Model (A)
Objective:
The student will identify the components of the ARCS Model of Motivation.
The student will identify the components of a model of motivation of their choice.
The student will compare the components of the two models with reference to theoretically
grounded arguments.
I nitial presentation:
Newspaper style infographic (piktograph) which includes news stories on each of the weeks
covered motivational models. Include information about the authors and links to the articles for
the week.
Generative strategy:
Interactive presentation created using Articulate Storyline which overviews the ARCS
model.
Comparison of Motivational Models Assignment: Students pick one of the other models
to investigate and make a short presentation to post for the class. (Have a sign up for the
models to ensure each gets covered, i.e. create a thread for each of the models, students
create a sub thread with their name as a way of signing up. After X number of students
have signed up, that model is full. Once they finish their presentation it goes in their sub
thread.) Presentations can take whatever form the student wants (slideshow, infographic,
essay, etc.). Guidelines for the activity will explain the presentation must explain the
main ideas of the chosen model and compare them with the main ideas of the ARCS
model. A personal preference can be given or not.
Students will read the presentations posted by the class.
Students will create a short audio or pictorial posts telling what they like about the
different motivational models and listen to or view the posts of other students.
Resources:
Automated slideshow
Instructions for signing up for a model
Instructions for the activity (presenting one of the models)
Google community for post
Infographic
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Lesson plan

Module 6: ARCS Model (2 week module) (SY/A)
Objective:
The student will analyze each of the individual components of the ARCS model.
The student will use the components of the ARCS model to examine existing instruction for
motivational techniques.
The student will use the components of the ARCS model to identify successfully executed
motivational techniques.
The student will create a reference tool of motivational tactics.
Module 6.1 (ARCS Model) I nitial presentation:
Start with a poll anywhere survey asking which discussion option they liked better, discussion
board or google
Infographic comparing Kellers context and personal characteristics with ours as ID students, or
avatar showing his qualities in a caricature format compared with an ID students qualities
(attention/confidence). (This was omitted for the final product but could be useful for future
revisions of the course.)
Module 6.1 (ARCS Model) Generative strategy:
Instructor presentation examining each component of the ARCS model (i.e. attention,
relevance), using a PowerPoint slide show. Includes prompting student to make note
of tactics for each component of the model that they see themselves utilizing in their
designs.
Brief, interactive activity after each component (i.e. attention, relevance) to reinforce
the concepts and techniques related to that portion of the model. Each activity will be
different. (Ideas include jeopardy)
Module 6.1 (ARCS Model) Resources:
Keller/ID student infographic or avatars
PowerPoint slideshow
Interactive games (A, R, C & S; 4 total)
Poll anywhere poll and HP tool for resetting and maintaining the survey for future
iterations of the course.
Lesson plan

Module 6.2 (ARCS Model) I nitial presentation:
Audio recording similar to radio show using sound effects and telling very short motivation
related adventure story. (Maybe just the beginning of the story and it fades out.)
Module 6.2 (ARCS Model) Generative strategy:
Interactive presentation created using Articulate Storyline which briefly reviews each
component of the ARCS model, some possible strategies and tactics for each and a
review of how to recognize such characteristics in existing instruction. The slideshow
will also explain that students should continually revise their personal list of tactics
during these activities.
The students will watch three short videos of instruction and use a provided checklist to
identify components of ARCS. Two videos will be provided and the students must each
find one to share. Each student will be responsible for choosing and reviewing 3 of the
available videos. Guidelines will be given for video choice i.e. length limitations, the
video must be of some instruction, the learner audience can vary, etc.
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There will be a discussion board forum for students to share the video they find. If there
is a particular segment of the video that is of interest, that should be noted.
Share Video Critique Assignment: This is mostly accountability to ensure the students are
completing the assignments but also provides feedback so they can see if others rated the
videos the way they did. The students will post their motivational findings of the three
videos they critiqued.
Personal List of Motivational Tactics Activity: From the previous weeks class and the
above activity the students will compile a personal list of ARCS tactics. This is a
resource students can use in their instructional design products. There will be a forum for
students to post the personal list of tactics. They can briefly review others tactics
(community learning) so they can revise their tactics if desired.
In this activity discussion board forums serve the function of creating a centralized
location for students to share their work and access the work of others. Actual discussion
is not a requirement.
Module 6.2 (ARCS Model) Resources:
Automated slideshow
Videos of instruction
Checklist
Discussion board forum for discussing videos
Discussion board forum for sharing personal list of tactics
Lesson plan

Writing Assignment
I nstructions:
Resources:
Google survey for potential topics (completed after module 3)

Module 7: Reflect on Motivational Design (SY)
Objective:
The student will review tenets of the theories of motivation.
The student will review the components of the ARCS Model of Motivation.
The students will develop their personal learning network with respect to motivation.
The student will apply techniques of the ARCS Model of Motivation to hypothetical
instructional design scenarios.
I nitial presentation:
The students will write the name of their favorite book on a slip of paper and deposit it
into a bowl, hat, some other receptacle. This will be used to determine the presentation
order
When their book is drawn, the student will present a brief (2-5 minute) description of
their paper or describe their orientation toward motivation in instruction from a
theoretical perspective. This is an opportunity for students to tell what they think and see
who thinks the same thing so as to create connections within their personal learning
network and help in the formation of their perspective toward motivation in instructional
design.
As this is a reflection class, this activity can be used to facilitate significant discussion if
the instructor believes it would be beneficial or significant discussion can be held until
the scenario developing activity.
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Generative strategy:
The instructor will present a short, organized review of the theories of motivation and
components of the ARCS Model.
The post-review interactive discussion activity is a choose-your-own adventure style
approach to addressing a hypothetical motivational design scenario. The instructor will
use an interactive PowerPoint slideshow to present the scenario. At specified points in
the scenario the class will have to decide between two courses of action. At this point
they will need to discuss and support their decision. Once the decision is made the
instructor selects that prompt. An additional portion of the scenario is revealed based on
the choice the class made. Two more options will also be given. The procedure is the
same. Each adventure will have three to five portions. The instructor can choose to
move quickly through the scenario or engage involved class discussion based on student
need. The instructor can also choose to utilize all or some of the adventures.
Resources:
PowerPoint or other media presentation for instructor use during review
Choose your own adventure interactive PowerPoint presentations
Rubric for grading in class presentation of mid-term assignment
Lesson plan

Module 8: Integrating ARCS with Instructional Design (A)
Objective:
The student will recognize how motivational design coincides with instructional design.
The student will demonstrate ways in which motivational design behaviors can be integrated
with instructional design behaviors.
I nitial presentation:
Students will play an automated memory-style card game to demonstrate how 1.) motivational
model components, 2.) motivational tactics, 3.) instructional design model components, and 4.)
situational context are not interchangeable, but must be chosen to compliment one another.
The game will have four rows of cards. Each row will be a different color and represent a
different topic (1-4 above). The student will pick one card from each row and drag the card to a
designated place to complete a scenario. For example, will it satisfy the 1.) attention portion of
the ARCS model to use the motivational tactic 2.) of providing examples of ways the instruction
can be used in real world situations and place that activity in the 3.) summative evaluation
portion of the systematic instructional design process for 4.) elementary school learners in an art
class?
The student can reset and replay as desired to demonstrate that instructional design and
motivational design are cooperative functions.
Generative strategy:
Interactive presentation created using Articulate Storyline which covers integrating the
ARCS model with instructional design models.
Instructional Design/ARCS Model Framework Activity: The student will choose an
instructional design model with which they are familiar and create a visual representation
integrating the ARCS model into the chosen ID model (the ADDIE framework is not an
acceptable ID model). Students may want to create a table, spreadsheet, concept map,
word cloud or other artifact. Instructions will indicate the visual product should be
functional, not just visually appealing. The ARCS/ID framework the students create need
only be as detailed as the student believes is necessary to be functional, but each step
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from each model (ARCS and ID model) must be included. Specific tactics, analyses, etc.
can be included so as to create a more functional product, but are not required.
There will be a discussion board forum for students to post their completed product.
They can briefly review others posts (community learning) so they can revise their
product, if desired.
As a way to bring the module full circle, each student will revisit the initial presentation
activity and create a realistic scenario. Students will post their one sentence scenario to a
discussion board forum. Instructions will direct students to create an unusual or
challenging scenario. The purpose is to provide an opportunity to apply their skills in a
creative way.
In this activity discussion board forums serve the function of creating a centralized
location for students to share their work and access the work of others. Actual discussion
is not a requirement.
Resources:
Memory card game
Automated slideshow
Discussion board forum for posting ARCS/ID framework
Discussion board forum & instructions for closure scenario
Lesson plan

Module 9: Identifying Motivational Goals & Tactics (SY)
Objective:
The student will create motivational objectives.
The student will create assessments that correspond to the motivational objectives.
The student will work cooperatively to identify motivational tactics for a selected objective.
The student will work cooperatively to synthesize a selected motivational tactic.
I nitial presentation:
Prior to class the students will each write one motivational objective and corresponding
assessment and submit them via a Google survey, link provided on Blackboard.
Students pick a lollipop, M & Ms or some other treat. This is how groups will be
formed for the group activity later in the class. The motivational objective will focus
attention on the topic.
Generative strategy:
Instructor presentation of content relevant to motivational objectives, assessments and
tactics using a PowerPoint slideshow.
The instructor will open the anonymous survey responses. As a class the students will
read and critique each objective for completeness and determine if the corresponding
assessment measures what the motivational content specified by the objective. The
instructor will make corrections to objectives and assessments that need corrected. The
instructor can facilitate the understanding based on the needs revealed by the objectives
and student discussion. Therefore, some objectives will have much discussion and others
will have little. This activity must be limited to approximately 20 minutes. (Prior to
class, the instructor must download the survey to an offline document for editing during
class.)
Once the objectives and assessments are edited, each group will choose one
objective/assessment combination for their in class presentation. Each groups
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combination must be documented for reference on the whiteboard or highlighted and
projected on the screen.
Within each group the students will identify potential motivational tactics, eliminate all
but two and choose what they believe to be the best tactic. The group will then determine
how they would develop that tactic based on the details of the objective and assessment.
They may need to delineate additional details to create a functional tactic.
Each group indicates they are finished by writing the group name on the whiteboard. A
time limit should also be given to ensure there is enough class time to finish the activity.
Each group is given 5 minutes to read their objective & assessment, present their two
tactics, tell why they chose one over the other and explain how they developed the
motivational tactic, including supporting details if necessary and referencing theoretical
support if possible. Each groups presentation can be discussed if time allows, however
discussion will probably be confined to the small groups due to time constraints.
Resources:
Google survey (motivational objective & assessment)
PowerPoint slide show
Lesson plan

Module 10: Integrating Motivational and Instructional Strategies (A)
Objective:
The student will analyze the lesson plan as a facilitator for integrating motivational and
instructional strategies and determine which components of the lesson plan are useful in different
applications (i.e. K-12, corporate, adult learning, distance education, etc.).
The student will create a guide, tool, form, mindmap or other representation of their personal
preference for integrating motivational and instructional strategies.
I nitial presentation:
An interactive Just Joking presentation that poses riddles loosely connected to the content. The
last question directs the student to the modules automated presentation.
Generative strategy:
Interactive presentation created using Articulate Storyline which covers the use of use of
blueprints/lesson plans for integrating instructional and motivational strategies.
Integrating Motivational & Instructional Design Activity: The students will create a
personal tool for integrating instructional and motivational strategies. The student can
choose the form their tools takes (blueprint, lesson plan, template, checklist, etc.) and the
degree of detail included in the tool.
The student will choose a test scenario from the list of provided scenarios that most
closely resembles their area of instructional interest and try out their tool based on that
scenario. The student can revise their tool as indicated by the test scenario.
There will be a discussion board forum for students to post their completed tool. They
can briefly review others posts (community learning) so they can revise their product, if
desired.
In this activity discussion board forums serve the function of creating a centralized
location for students to share their work and access the work of others. Actual discussion
is not a requirement.
Resources:
Automated slideshow
Fortune teller game
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Test scenarios (one scenario each for K-12, corporate, adult learning, and distance
education contexts)
Lesson plan

Module 11: Tools to Support Motivational Design (SY)
Objective:
The student will examine tools created to facilitate motivational design.
The student will identify applications or situations where each of the tools would be useful.
The student will examine instruments created to measure motivational qualities of instruction.
I nitial presentation:
The instructor will use a very quiet, whispery voice to explain she has lost her voice, which is so
sad because she has many classes to teach this week. She will then take a drink of water, clear
her throat and say in a normal tone of voice, Just teasing! I wanted to be sure I had you attention
before I explain this class will be very discussion oriented. I want to hear your thought and ideas
as we talk about choosing the right motivational tool (hold up a sharpie, ball point pen or pencil)
for the right job (point the writing implement at the whiteboard).
Generative strategy:
The instructor will present the tools included in chapter 11 of the text using a Powerpoint
slideshow. After explaining each tool and its intended use the instructor will pause the
slideshow and ask the students the following questions:
Can you easily understand how the tool is used?
If it is not easily understood, could you fix it?
Define a context in which this tool would be useful. (Examples may be the best way to
answer.)
Why does it apply to that context?
Are there components that do not apply to the context and why dont they apply?
Do you easily understand how to interpret the results? (If applicable.)
If the results are not easy to understand, could you modify the tool so results can be easily
used? (If applicable.)
Is there anything about this tool that you particularly like or could use for your final
project?
Wrap up the class by explaining that these tools are a good resource for comparing and refining
the final project on which they are working. They have experience critiquing their own work
since they have done it repeatedly throughout the semester with the asynchronous activities in
which they participated.
This is also a good time to discuss the final project.
Resources:
PowerPoint slideshow
Lesson plan

Module 12: Group Presentations (SY)
Objective:
The student will work cooperatively to create a short presentation using motivational design.
The student will use a motivational measurement tool to assess the presentations of other
students.
I nitial presentation:
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Students will watch a short video of a skit type presentation to orient them to the idea of
impromptu presentation as opposed to prepared presentation delivery.
Generative strategy:
The students will have up to one hour to work in a group to devise a short presentation (10
minutes maximum) and present it to the class.
Group generation and topic selection can be done one of two ways based on instructor choice.
1. The instructor can review the mind map created during the first week of class to identify
students with a similar interest, such as boating. Those students are grouped together
(groups of three). Their topic is that overlapping interest. The topic given must be broad,
such as boating or water sports, to provide significant potential for presentation
development.
2. Names can be drawn from a hat to create groups of three. Each group selects a topic.
Presentation Instructions:
The presentation must:
utilize motivational tactic(s) from each of the four dimensions of the ARCS
model,
teach something (a concept, skill, procedure, etc.), and
include each group member in the live presentation.
Any resources available in the classroom can be used. Laptop or other electronic device,
whiteboard, props, etc.
Audience Instructions:
During the presentation watch for tactics related to each of the four dimensions of the ARCS
model. Use the checklist to help you keep track.
After the presentation share your findings via Poll Anywhere. Your checklist gives the the
numbers to dial for each response.
Resources:
Video of an instructional skit
Motivation assessment tool for use during presentations (use the motivational tactics
checklist in chapter 11 to create 4 question checklist)
Poll Anywhere poll for sharing results
Rubric for awarding presentation points
Lesson plan

Course Wrap Up:
A short recorded message of some kind will be included with the closing comments email that
encourages students to pursue their interests related to trends in motivational design. It will
mention token economies, computer based instruction, and reusable motivational objects.


Evaluation Strategies
Formative Assessment and Evaluation
Following the andragogical principle of self-assessment, formative assessment will be a function
of each students critical observation of their own performance with instructor feedback and
coaching. This practice develops personal skill. In addition, students will self-assess
motivational techniques for future use. During the course of the semester students will
participate in learning activities that provide them with the opportunity to rehearse a behavior,
critically evaluate their performance and modify their behavior or knowledge based on their
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assessment of their performance or their assessment of the outcome of an activity. For example,
some activities are designed to provide multiple options for accomplishing the same end. The
students will try out each option, evaluate the outcomes and choose the option they believe to
be the most motivational to learners. In this instance, assessment does not focus on personal
performance, it focuses on personal choice and execution of motivational design tools and
techniques.

Formative evaluation of the instructional product will take the form of mentoring from the
internship advisor and inquiry from past and future participants of the class during the design
phase. Having access to past students creates a pool of subject matter experts whose expertise
revolve around actual experience with the content in question.

Summative
By mid-semester students will have developed definite opinions regarding motivational design.
They will explore and document these opinions by researching a topic of their choice and writing
a paper based on that research. Topics must incorporate motivational theories and instructional
design practices. Students will consult with the instructor to refine their topic of choice. In
addition, the course will culminate with a motivational assessment project that demonstrates both
mastery of theoretical content and execution of personal technique. Products and activities from
many of the weekly activities will influence this project.

Summative evaluation of the instructional product will take the form of end of semester surveys,
review of student performance and an automated feedback survey sent to students inquiring
about their experience in the course.

Confirmative
The option for confirmative evaluation is somewhat more complex. Students graduate so
participation in feedback gathering activities may be difficult. However, since students graduate
their feedback about how the course affected their career development has significant
implications. A short automated survey sent to students approximately one year after taking the
course would be appropriate.

Implementation
The completed course will be offered during the Fall, 2014 semester following the UT
standardized procedures for course offerings. Ideally, the course materials can be reused each
time the course is offered with minor adjustments to the resources such as updates to texts,
software and online programs and creation of the semester specific Blackboard course shell.
Confirmative evaluation from past students may prompt additional modifications.

Summary & Conclusions
Upon completion of the course, students will be ready to effectively incorporate motivational
design in their instructional design endeavors. Specifically they will have the skill and ability to
apply their theoretical knowledge of motivational design to the development of new instruction
and modification of existing instruction within the boundaries of their employment.