Creating a motivATing and engaging online learning module

1. Creating a motivATing and engaging online learning module Kui Xie,Lauren Hensley, Henry Griffy, & Lynn Trinko The Ohio State University Presentation at Innovate, Columbus, OH March 25, 2014

2. Introduction • A case study for instructional design and development • An online learning module design to promote students’ motivation and engagement • This presentation will cover: • Related motivation theories • Instructional design process • Instructional design collaboration and project management • Research and assessment

3. E-Learning Research & Development • E-learning is an emerging field that bridges the fields of education, psychology, and technology. • E-learning “refers to learning that is mediated by networked computing and communications technologies.” • E-learning “offers new learning and educational approaches and possibility of redistributing learning experiences over time and space, beyond the classroom and through a lifetime.” - Fostering learning in the network world: Report of NSF Task Force on Cyberlearning, 2008

4. E-Learning Research & Development • Computing and Networking Technology Receptive methods ⇒ Participatory methods • E-learning Research & Development E-learning ⇒ E-learning 2.0 E-learning 2.0 emphasizes: • social learning and collaborative learning • the use of participatory software, such as Web 2.0 tools.

5. The Course Context • Dennis Learning Center • Flagship Course: Educational Psychology 1259 • Learning and Motivation Strategies for Success in College • Large enrollment (34 sections, 900 students/year) • Online (1/3 of sections)

6. The Course: Before PowerPoint!

7. The Course: Before Disconnected Navigation

8. The Course: Before • Individual Work • Reading/Writing

9. The Course: Grant Project • How can we ensure this course on motivation is motivating to students? • How can we increase engagement to enhance learning outcomes? • Grant enabled: • Development of a strong, cross-departmental team • Connections to ODEE expertise • Theoretical grounding of practical components

10. Motivation and Self-Determination • Motivation = incentive or energy that drives a person to take action (Reeve, 2005) • Intrinsic(internal, e.g., interest, enjoyment)  learning, adaptation, persistence, engagement • Extrinsic (external, e.g., reward, environmental controls)

11. Motivation, Engagement and Success • Motivation ⇒ Learning behavior, performance, outcomes • Students with high intrinsic motivation demonstrate: • Greater persistence • Better ability to cope with failure • More positive self-perceptions • Higher quality task engagement.

12. Motivation, Engagement and Success • Three innate psychological needs for intrinsic motivation (Ryan & Deci, 2000) • Autonomy - the need individuals have to determine their own behavior and to be free to act on their own volition • Competence - the need individuals have to feel successful in their attempts to understand and master their environment • Relatedness - the need individuals have to relate to others in ways that reinforce their feelings of emotional security and belonging

13. Supporting Student Motivation • The purpose for providing students with motivational support is to foster their intrinsic motivation toward learning activities. • Motivation shifts from extrinsic to intrinsic when students internalizeeducational-related values, structures, etc. • Our goals & tactics • Autonomy: promoting a sense of self-determination of participating and engaging in cognitive activities • Competence: promoting the inherent feeling of competence that results from effective functioning (e.g., offering optimal challenges and effectance-relevant feedback) • Relatedness: providing a sense of belongingness and relatedness to the group

14. ADDIE Process of Instructional Design • Analysis • Review the learner goals, department goals, instructional goals, learning spaces, and the technology in the course • Design • Design activities that support the learning process through format, content, student engagement, instructional strategies, and assessments • Development • Build/ modify the items that are needing improvement, create feedback and communications plan, align to assessments • Implementation • Prior to implementation run a usability test, instructor needs to practice the materials and the technology, then pilot the course • Evaluation • Quality Matters review checklist • Feedback- Formative and Summative

16. Design for Motivational Support • Interest& ValueSupport • Authentic learning activities • The choice of current materials (e.g., TEDx, commencement speech) • Connect to future applications through self-reflection

17. The Course: After • Collaborative • Engaging • Active Learning

18. Well Structured • Visually Appealing • Integrated

19. Real-life Examples • Presented in Multiple Ways • Emphasizing Relevance

20. Design for Motivational Support • AutonomySupport • Giving choice of videos and methods of note-taking • Phrasing instructions to respect students’ autonomy • Affording autonomy and flexibility of learning • Balance of challenge, support, and autonomy

21. Clear Expectations • Choice of Note-Taking Formats • Choice of Videos

22. Design for Motivational Support • CompetenceSupport • Progressive competence building • Combination of self-assessment and objective assessment

23. Step by Step • Opportunities for Practice • Simple to Complex

24. Emphasizing Growth in Knowledge and Skills

25. Design for Motivational Support • RelatednessSupport • Peer-feedback on note-taking • Collaborative knowledge building activities • Community building to enhance belongingness

26. Role of Peers in Knowledge Construction

27. Peer Feedback • Experiencing Benefits of Collaboration

28. Technology Integration in Design • Using existing, available technology and resources • Prioritizing and simplifying user experience (not new tools, minimize distraction, low learning curve) • Forward design for future models – sustainability of design • Emphasizing simplicity, consistency, and stability

29. Collaboration and Project Management • Impact Grant structurego.osu.edu/IGedtech • Apply by April 7go.osu.edu/IG

30. Collaboration and Project Management • Impact Grant structure • Goals • Scope • Timeline • Work of the work • meet-work-meet

31. Collaboration and Project Management • Impact Grant structure • Goals • Scope • Timeline • Work of the work • meet-work-meet

32. Collaboration and Project Management • Impact Grant structure • Goals • Scope • Timeline • Work of the work • meet-work-meet

33. Collaboration and Project Management • Start with Good Team

34. Integrating Research and Assessment • Quasi-experimental design • Treatment group – students in the newly designed learning module • Control group – students in the original learning module • Survey Data • Demographic information – Age, Gender, Grade, etc. • Motivation data – Interest, value, autonomy, competence, and relatedness • Learning strategy data – note-taking strategy & study strategy from notes • Engagement Data • Learning Analytics • Qualitative data of engagement (e.g., discussion posts, assignments)

35. Integrating Research and Assessment • Learning Analytics for assessing engagement

36. Questions? Creating a motivATing and engaging online learning module Kui Xie,Lauren Hensley, Henry Griffy, & Lynn Trinko The Ohio State University Project Website: https://odee.osu.edu/odee-grants/impact-grant/272 Presentation at Innovate, Columbus, OH March 25, 2014