Annotated Bibliographies for Module 11
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10.
The ARCS model was developed to enhance instructional materials so that they are more engaging to the learner. Research had previously demonstrated that motivation was enhanced when learners connected the activity to personal needs (value) and felt that they could be successful (expectancy). The ARCS model took the concept a step further and created four categories that were eventually identified as Attention, Relevance, Confidence and Satisfaction. The ARCS model aimed to create strategies for each of these areas that would foster learner motivation during the instructional process.
For learning to occur, the attention of the learner must be stimulated and sustained. Attention strategies aim to stimulate the curiosity of the learner, without becoming overwhelming to the learner. Relevance strategies help learners to understand why engaging in the instructional process and learning the material is relevant to them and their personal needs. Confidence strategies encourage students to value their effort and to not fear failure. Confident students believe that they can achieve some level of success with the right amount of effort. Finally, satisfaction strategies ensure that students have positive feelings about what they have achieved throughout the learning process.
Instruction should be systematically planned so that strategies for each area of ARCS are addressed within the instructional plan. This can be accomplished in steps (define, design, develop, and evaluate). During the define stage, it is necessary to identify the motivational problem, consider the needs of the target audience, and create the motivational objectives. When designing the plan to meet the objectives, it is necessary to select strategies for addressing each objective. The strategies selected should be feasible in the time required, appropriate for the audience, and appropriate for the learning environment. When designing the instruction, consideration should be given to any materials that need to be created, as well as how to incorporate the strategies into the lesson plan. Finally, the effectiveness of the strategies in terms of their impact on students’ perseverance and attitude should be evaluated.
Fredrickson, B.L. (2001). The Role of Emotion in Positive Psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218-226.
Historically, positive emotions have not received a lot of attention in research. Negative emotions tend to be more recognizable and disruptive, so therefore draw the attention of theorists and researchers. Positive emotions are also often confused with the physical response that they may elicit. Finally, positive emotions have often been described in generic terms in regards to the level of engagement with the environment that is fostered by the emotion. Frederickson (1998, 2001) developed “the broaden-and-build theory of positive emotions because positive emotions appear to broaden peoples’ momentary thought-action repertoires and build their enduring resources” (as cited in Frederickson, 2001, p. 1369). Within this theory, positive emotions are believed to widen the choice of thoughts and actions available to an individual and to provide benefits that are more long-term and not always direct. In opposition to this effect, negative emotions have a tendency to narrow an individual’s choice of thoughts and actions and have consequences that are more direct and immediate.
The undo hypothesis indicates that positive emotions have the power to undo the effects that negative emotions may have on an individual. As a result, an individual’s ability to elicit positive emotions may help them to more effectively manage negative emotions. This in turn creates individuals that demonstrate more resilience during stressful times. These individuals are also likely to have developed a greater number of personal resources for dealing with negative emotions. Ultimately, individuals who are able to harness the power of positive emotions experience long-term benefits, which may include a longer life span.
It can be concluded that positive emotions do not necessarily indicate a mentally healthy individual, but in fact contribute to the development of a mentally healthy individual. Research has indicated that a positivity ratio of 3:1 is necessary to experience the long-term positive effects of positive emotions.
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10.
The ARCS model was developed to enhance instructional materials so that they are more engaging to the learner. Research had previously demonstrated that motivation was enhanced when learners connected the activity to personal needs (value) and felt that they could be successful (expectancy). The ARCS model took the concept a step further and created four categories that were eventually identified as Attention, Relevance, Confidence and Satisfaction. The ARCS model aimed to create strategies for each of these areas that would foster learner motivation during the instructional process.
For learning to occur, the attention of the learner must be stimulated and sustained. Attention strategies aim to stimulate the curiosity of the learner, without becoming overwhelming to the learner. Relevance strategies help learners to understand why engaging in the instructional process and learning the material is relevant to them and their personal needs. Confidence strategies encourage students to value their effort and to not fear failure. Confident students believe that they can achieve some level of success with the right amount of effort. Finally, satisfaction strategies ensure that students have positive feelings about what they have achieved throughout the learning process.
Instruction should be systematically planned so that strategies for each area of ARCS are addressed within the instructional plan. This can be accomplished in steps (define, design, develop, and evaluate). During the define stage, it is necessary to identify the motivational problem, consider the needs of the target audience, and create the motivational objectives. When designing the plan to meet the objectives, it is necessary to select strategies for addressing each objective. The strategies selected should be feasible in the time required, appropriate for the audience, and appropriate for the learning environment. When designing the instruction, consideration should be given to any materials that need to be created, as well as how to incorporate the strategies into the lesson plan. Finally, the effectiveness of the strategies in terms of their impact on students’ perseverance and attitude should be evaluated.
Fredrickson, B.L. (2001). The Role of Emotion in Positive Psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218-226.
Historically, positive emotions have not received a lot of attention in research. Negative emotions tend to be more recognizable and disruptive, so therefore draw the attention of theorists and researchers. Positive emotions are also often confused with the physical response that they may elicit. Finally, positive emotions have often been described in generic terms in regards to the level of engagement with the environment that is fostered by the emotion. Frederickson (1998, 2001) developed “the broaden-and-build theory of positive emotions because positive emotions appear to broaden peoples’ momentary thought-action repertoires and build their enduring resources” (as cited in Frederickson, 2001, p. 1369). Within this theory, positive emotions are believed to widen the choice of thoughts and actions available to an individual and to provide benefits that are more long-term and not always direct. In opposition to this effect, negative emotions have a tendency to narrow an individual’s choice of thoughts and actions and have consequences that are more direct and immediate.
The undo hypothesis indicates that positive emotions have the power to undo the effects that negative emotions may have on an individual. As a result, an individual’s ability to elicit positive emotions may help them to more effectively manage negative emotions. This in turn creates individuals that demonstrate more resilience during stressful times. These individuals are also likely to have developed a greater number of personal resources for dealing with negative emotions. Ultimately, individuals who are able to harness the power of positive emotions experience long-term benefits, which may include a longer life span.
It can be concluded that positive emotions do not necessarily indicate a mentally healthy individual, but in fact contribute to the development of a mentally healthy individual. Research has indicated that a positivity ratio of 3:1 is necessary to experience the long-term positive effects of positive emotions.