The use of artifacts and exhibitions needs to be

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: ple is that assessments need to align to instructional goals. Because of the complicated, interdisciplinary nature of problem-based learning, assessment procedures such as artifacts and exhibitions are often recommended (Arends, 2001). An artifact can be a videotape, a concrete model, a portfolio, or any representation that captures the complexity of what students have learned. An exhibition is an opportunity for students to present what they have learned to an audience. The exhibitions you may be most familiar with are science fairs and student presentations in classes and seminars. The use of artifacts and exhibitions needs to be planned carefully. For example, rubrics or rating scales will need to be developed for the students’ artifacts and exhibitions. You may need also the assistance of other professionals to serve as evaluators for the exhibitions. Chapter 13 contains additional details on the use of these types of approaches. Motivation and Instructional Design 53 Learners are motivated by lessons that they find reasonably challenging, that appeal to their needs and interests, that help them achieve relevant goals, and that are characterized by some amount of choice and the unexpected. These characteristics of motivating instruction are important regardless of your approach to instructional design, and they are reflected in Keller’s ARCS instructional design model. Keller’s ARCS Theory Keller’s ARCS instructional design theory is a framework for embedding motivational strategies into instructional design (Keller, 1983, 1987, 1999a, 1999b; Keller & Kopp, 1987; Keller & Litchfield, 2002).The letters ARCS represent four categories of motivational variables (attention, relevance, competence, and satisfaction) and the research that supports them. Each of the four categories has three sub-categories of strategies that are used to guide implementation of ARCS (Keller & Kopp, 1987; Small, 1997; 1999). The categories and sub-categories of strategies are based on a number of theories of motivation, but to a large extent ARCS represents an expecta...
View Full Document

This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.

Ask a homework question - tutors are online