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MANY
LEARNERS HESITATE TO PARTICIPATE in the learning process because they
lack confidence. In order to spur learner confidence, the instructional
design team must develop curriculum that has:
Clear
Learning Objectives and Prerequisites
Learners should have a clear understanding of what
it is they are going to learn. Incorporating learning goals and/or objectives
into lessons can be a big help. Providing examples of exemplary and
acceptable work along with grading rubrics can also be a big help in
making learning objectives more obvious.
Learners can become frustrated when taking on learning
tasks without the required prerequisites in place. Be sure that the
prerequisites for your instruction are clear. An entry level test can
often help learners determine whether or not they are qualified to enroll
in a course that is built on prerequisite knowledge and skills.
Increasing
Levels of Difficulty
Every journey begins with a single step. The process
of learning is no different. Learners will be more motivated to continue
if small successes are experienced along the way. Start with a simple,
but challenging lesson, and continue with lessons that are increasingly
more difficult. Each successive lesson can be made more challenging
by building on the knowledge and skills aquired in the previous one.
However, if you make your game (or lesson) too difficult, no one will
want to play. Remember, small successes along with increasing levels
of difficulty will build learner confidence and keep the learners engaged.
Realistic
Expectations
Learners should understand that there is a correlation
between the amount of energy they put into a learning experience and
the amount of skill and knowledge they will gain from that experience.
Using a Gantt chart or some other graphical planner to demonstrate the
amount of time needed (or given) to complete a task will give the learner
a clear picture of what to expect. Examples of past projects with their
evaluations are also helpful in communicating you expectations to the
learners.
Learner
Controlled Elements
Learners should feel some degree of control over
their learning and assessment. They should feel that they are, for the
most part, in control of their product outcomes and that their success
is a direct result of the amount of effort they have put forth. Encourage
students to "backwards plan" their efforts. This process will
help them to determine the amount of time that they will need to spend
on the learning tasks at hand.
Opportunities
for Increased Learner Independence
Provide plenty of opportunities for learners to
practice the application of new knowledge and skills in a controlled
environment before placing them in more challenging situations. It is
important that they experience successes in each successive level of
difficulty as this will build self-confidence. Increasing the level
of learner self reliance in each step will also encourage learner independence.
For
More Information about Keller's ARCS Model of Motivation
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