Creating Engaging eLearning ExperiencesDr Iain DohertyDirector, eLearning Pedagogical Support UnitCentre for the Enhancement of Teaching and Learning

13th April 2013

The University of Hong Kong

Dr Iain DohertyDirector

Dr Cecilia Chan

Assistant Professor

Mr Darren Harbutt

Instructional Designer

Mr NickyNg

Instructional Designer

Ms Jo WongMultimedia

Development Officer

http://epsu.cetl.hku.hk

eLearning Pedagogical Support Unit (EPSU)

learning

Engaging

How can

experiences be

Colloquially we mean that students are attentive, active, involved and committed to their learning.

BUT…

a colloquial understanding of engagement does not provide the basis for a conceptual understanding that will allow us to develop engaging learning experiences for students.

Inquiry

What isCommunity of

The community of inquiry model – initially outlined by Garrison, Anderson and Archer (Garrison, Anderson, & Archer, 2001) – conceives of worthwhile educational experiences as located within a community of inquiry that is composed of students and teachers.

Within this community students can be cognitivelypresent, and socially present

Social presence is defined in terms of the extent to which students present themselves as “real” people in the community of inquiry

Cognitive presence is defined in terms of the extent to which students are able to construct meaning through sustained communication

The third form of presence is teaching presence. The teacher is typically present through the design of the learning experience and through facilitating learning.

It is effective pedagogical practices that engage as well as motivate students in their learning.

We can therefore think of teaching presence as necessary for engaging and motivating students.

This seems true per se for all but the most self- motivated students

"Even when they use e-learning products and devices, most faculty still teach as they were taught - that is, they stand in the front of a classroom providing lectures intended to supply the basic knowledge the students need. Hence, we see the success of course management systems and PowerPoint - software packages that focus on the distribution of materials rather than on teaching itself… E-learning will become pervasive only when faculty change how they teach - not before".

- Zemsky & Massy, 2004

Changing the Way that Teachers Think

Motivate

How toEngage and

students

Gaining learner Attention

Establishing the Relevance of the instruction to learner goals and learning styles

Building Confidence with regard to realistic expectations and personal responsibility for outcomes

Theories of motivation have been used to develop a model for creating engaging and motivational eLearning experiences- Keller & Suzuki, 2004

ARCS

Making the instruction Satisfying by managing learners’ intrinsic and extrinsic outcomes

Model

Sustain interest through variations in the learning environment

Arouse curiosity by introducing mystery, unresolved problems and techniques to stimulate enquiry

Use various tactics such as animations, graphics, audio, video or an event that introduces incongruity / conflict

Gaining learner Attention

Establishing the Relevance of the instruction to learner goals and learning styles

Building Confidence with regard to realistic expectations and personal responsibility for outcomes

Theories of motivation have been used to develop a model for creating engaging and motivational eLearning experiences- Keller & Suzuki, 2004

ARCS

Making the instruction Satisfying by managing learners’ intrinsic and extrinsic outcomes

Model

Learners need to perceive the instructional requirements to be consistent with their goals, compatible with their learningstyles and connected to their past experiences

Ideally the learner will experience intrinsic goal motivation i.e. the goals are personally interesting and freely chosen

Gaining learner Attention

Establishing the Relevance of the instruction to learner goals and learning styles

Building Confidence with regard to realistic expectations and personal responsibility for outcomes

Theories of motivation have been used to develop a model for creating engaging and motivational eLearning experiences- Keller & Suzuki, 2004

ARCS

Making the instruction Satisfying by managing learners’ intrinsic and extrinsic outcomes

Model

Help students to expect success and to experience success under conditions in which they attribute the success to their own abilities or efforts

This can be achieved through e.g. bringing students to see that they have the capacity to achieve and that the means to achieve are at their disposal

Gaining learner Attention

Establishing the Relevance of the instruction to learner goals and learning styles

Building Confidence with regard to realistic expectations and personal responsibility for outcomes

Theories of motivation have been used to develop a model for creating engaging and motivational eLearning experiences- Keller & Suzuki, 2004

ARCS

Making the instruction Satisfying by managing learners’ intrinsic and extrinsic outcomes

Model

This requires providing extrinsic rewards but these rewards must not impact negatively on the students intrinsic motivation

Intrinsic motivation can be maintained by giving students opportunities to apply what they have learned along with self awareness of achievement

Extrinsic could be grades, progression

For the workshop today try to keep in mind the four components of the ARCS model:

If we can realize the ARCS modelin practice then students should be cognitively present and socially present i.e. fully engaged.

Satisfaction

ARCS Model

Confidence

Relevance

Attention

references:Clark, D. (2002). Psychological Myths in e-learning. Medical Teacher, 24(6), 598–604. doi:10.1080/0142159021000063916

Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2-3), 87–105. doi:10.1016/S1096-7516(00)00016-6

Keller, J., & Suzuki, K. (2004). Learner Motivation and E-learning Design: A Multinationally Validated Process. Journal of Educational Media, 29(3), 229–239. doi:10.1080/1358165042000283084

Thank you!

Next to ComeEngaging eLearning using a Learning Management System

(Mr Darren Harbutt)