MIT 501 – MOTIVATION IN INSTRUCTIONAL DESIG= N

Summer I, 2= 009

Course Syllabus

Note: MIT 501 course syllabus and assignments are adopted from Professor John Keller’s Course Syllabus for EDP5217 (PRINCIPLES OF LEARNER MOTIVATION)--the course that he teaches at Florida State University. = In spring of 2009, Professor Keller granted me permission to use his course syllabus, schedule and assignments.

C= ourse Description

Reviews and analyzes theories of motivation in relation to instructional design strategies. The primary emphasis is on the motivation to learn and techni= ques for stimulating and sustaining learner motivation.

MIT 501= is a Focus course for Instructional Technology Master’s and Certificate programs. The cou= rse is open to any graduate student and other professionals who want to design motivating instruction based on an application of motivational concepts, theories, and design approaches.

I= nstructor

Dr. Mahnaz Moallem, Professor

Instruction= al Systems Program

349 Educati= on Building

UNCW

Office Phon= e: 962-4183

Office Fax:= 962-3609

E-mail: moallemm@uncw.edu

Course Web on Blackboard Vi= sta: http://ncvista.blackboard.com/webct/

C= ourse Goals

Stipek, D.J. (2002). Motivation to Learn, 4th Edition. Boston: Allyn and Bacon.

Keller, J. M. (2002). The ARCS Model: Designing Motivating Instruction. =

Other Readi= ngs. All other readings contained in the reading list below and listed in Course Schedu= le are available electronically on the Blackboard Website under “Cours= e Readings & Resources.”

Other Readings (Other Than Textbook)<= o:p>

Req= uired:

Herzberg, F. (1968). One more time: How do you motivate employees? Harvard Busin= ess Review, Jan. - Feb., 55 -63.

Keller, J. M. (2008). First principles of motivation to learn and e³-learning. Distance Education, Vol. 29, No. 2, 175–185.

Keller, J. M. (1999). Motivation in cyber learning environments. Educational Technology International, 1(1), 7 &#= 8211; 30.

Keller, J. M. (in prin= t). What is motivational design? (Book; Ch. 2) Educational Psychology & Learning Systems Department, Florida State University. Under contract for publication.

Kopp, T. (1982). Desig= ning boredom out of instruction. NSPI Journal, May, 23 - 28.

Vidler, D.C. (1977). Curiosity. In S. Ball (Ed.), Moti= vation in education. New York: Academic Press.

Wlodkowski, R.J. (1985= ). Enhancing adult motivation to learn<= /i> (Chapter 9: Incorporating motivational strategies into instructional plan= s). San Francisco: Jossey-Bass Publishers.

Recommended= :

The first two of the following readings were = the first to describe the ARCS model including the ARCS design process and are widely quoted. They are very practical in focus and will probably be help= ful while working on your motivational design project.

Keller, J.M. (1987a). Strategies for stimulating the motivation to learn. Performance and Instruction, October, 1 - 7.

Keller, J.M. (1987b). = The systematic process of motivational design. Performance and Instruction, November/December, 1 - 7.

Keller, J.M. (2000, February). How to integrate learner motivation planning into lesson plann= ing: The ARCS model approach. Paper presented at VII Semanario, Santiago, Cuba= .

C= ourse Goals

The= course purposes include:

· Describe characteristics of curiosity-related concepts and create and analyze an example of a curiosity arousing event.

· Apply concepts of (“Motives and Values”) and confidence (“Causality and Competence”) in real-life examples.

· Explain and give examples of a few concepts related to intrinsic and extrinsic motivation.

· Use the systematic motivational design process to prepare design specificatio= ns for motivational solution or enhancement to an instructional situation. <= o:p>

· Apply a set of motivational design specifications to the enhancement of a set of instructional materials.

C= ourse Assignments

Motivational Design Project (40 points)

Working ind= ividually or in a team of two, you will use the systematic motivational design proc= ess to prepare a motivational solution or enhancement to an instructional situation. Each report will have specific components. Specific instructio= ns are in the Assignments folder and in “Motivational Design Project” on Blackboard course website.

Independent Short Papers (20 points)=

1. Curiosity P= aper (10 points.)

This paper requires you to describe several characteristics of curiosity-related concepts and to create and analyze an example of a curiosity arousing eve= nt.

2. Intrinsic/E= xtrinsic Motivation Paper (10 points)

For this assignment you will explain and give examples of a few concepts related to intrinsic and extrinsic motivation.

A= ctive Reading & Participation

Building foundational knowledge is one of the major objectives of this course. This objective requires that you actively read and reflect on the selected reading materials. Active reading and reflecting mean that you: (1) create or join forum discussion for the top= ic, (2) facilitate and participate in the discussion by asking questions, reflecting and offering your insights and comments, and by critically analyzing and synthesizing the results of the discussion, and (3) partici= pate in virtual class discussions and offer your thoughts and ideas.

C= ourse Grading

The final course grade will be based upon the percentage of the total points accumulated (100 pts). There will be = no midterm or final exam. Grades will be criterion-based. Assignments= are graded on a basis of fixed criteria, quality, and creativity. Fulfilling = the fixed criteria is necessary for a score in the A- or B range, but is not sufficient for an A. An A results from a level of quality or creativity t= hat goes beyond the fixed criteria that define satisfactory achievement. Exce= ssive and unexcused absences and/or lack of active participation will negatively influence course grade.

The following scale will be used to assign the letter grades.

A, A- =3D 90-100 = means outstanding achievement; available only for the highest accomplishment.
B+, B, B- =3D 80- 89 means praiseworthy performanc= e; definitely above average.
C+, C, C- =3D 70- 79 means average, awar= ded for satisfactory performance.

Individual grades in MIT 501 are based on the following activities:

Regular attendance and active participation	10 pts (10%)
Motivational Design Project	40 pts (40%)
Independent Short Papers	20 pts (20%)
Completion of Quizzes	30 pts (30%)

<= o:p>

C= ourse Policies

Special Needs:<= /strong> If for any reason you have needs for special accommodations to ful= fill class requirements and succeed in this class, contact me between the first class and second class by phone or e-mail. Your special needs may be rela= ted to physical disabilities, learning disabilities (see additional informati= on—Disabilities on UNCW website), or lacking prerequisite knowledge and skills for the course. If you would need special accommodations due to unexpected events= in your personal life during the course of the semester, please contact me as soon as possible.

Disabilities: If you have a disability and need reasonable accommodation in this course, you should inform me of this fact in writing within the first wee= k of class or as soon as possible. If you have not already done so, you must register with the Office of Disability Services in Westside Hall (extension = 7555) and obtain a copy of your Accommodation Letter. You should then meet with= me to make mutually agreeable arrangements based on the recommendations of t= he Accommodation Letter.

Academic Honor Code: The UNCW Provost has asked a= ll UNCW faculty to make reference -- in course syllabi -- to the 'Academic H= onor Code' which can be found in the 2008-2009 Student Handbook and Code of Student Life, Section V. -- Academic Honor Code. Please regard this as a reminder that all UNCW students and faculty are held to the terms of the Academic Honor Code.