While is it natural to devote much attention to the instructional delivery and production of materials for any given lesson, just as critical to meaningful learning to occur is consideration to motivation. Rather than simply the result of an intrinsic or extrinsic loci of control, there are ways that instructional designers can structure their lessons and learning environments to support student motivation.
John Keller's motivational design activities and ARCs model is a tool, new to me, that offers much value in my continued instructional planning and design. As a complement to effectively structuring curricular content into a comprehensive lesson or unit, Keller emphasizes the need to also include strategic elements of student motivation throughout the sequence of instruction. From definition to design to development to piloting learning activities, Keller proposes a series of subcategories and process questions to guide instructional designers in the process of devising high quality learning experiences.
Looking at my own instructional design project through the lens of Keller's methodology has helped me to further consider the tapestry of a comprehensive and cohesive instructional effort. While I have been giving ample attention to the content and delineation of learning tasks and objectives, I had not yet heavily considered the ramifications of designing elements to support student motivation. I suppose that I was relying on content materials and instructor charisma to provide for that.
Now that I have a better understanding of the ARCs model and Joh Keller's motivational design activities and process questions, I will be able to approach the subsequent planning of this course's project design, along with future endeavors into instructional design and deliver, with a less myopic point of view. Rather, I will approach instructional planning for students in a way that considers the driving forces that engage them in learning, or motivation.
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