Module 5 New Technologies

Teaching aerospace high school students in a career tech learning environment, I have attempted to incorporate web-based aircraft systems modules towards higher levels of individual participation and more accountability of performance. This technology was employed by me for post-secondary education, experienced aircraft crewmembers and candidates for the Delegated Trainer (train-the-trainer) programs. While noticeable acceptance and performance criteria were evidenced at the higher age and maturity level, the current target population was not disciplined to adhere to the learning concept of collaboration, self-instruction and the discipline that web-based learning implies.

The innovation and diffusion of this technology failed to meet several basic criteria of the proven concepts of Instructional Systems Design (ISD), most specifically in the area of a needs analysis. Assumptions were made that this high school age population would be likely to engage in interactive, multi-media learning. Despondent attitudes and poor motivation were evidenced by short attention spans, lack of knowledge and willingness to apply self-discipline for optimal education, and distractions including deviations from the intended curriculum (surfing the net) during class time.

The following exhibits Keller’s (1987) ARCS Model towards changing the motivation of these people, or learners, to encourage success.

Attention

The first and single most important aspect of the ARCS model is gaining and keeping the learner's attention, which coincides with the first step in Gagne's model. Keller's strategies for attention include sensory stimuli (as discussed previously), inquiry arousal (thought provoking questions), and variability (variance in exercises and use of media). Stricter discipline applied by instructors and internal policies would need to become more prevalent and highlighted before and during the learning session. More individual time per student would be required to monitor and advise during the web-based offering.

Relevance

Attention and motivation will not be maintained, however, unless the learner believes the training is relevant. Put simply, the training program should answer the critical question, "What's in it for me?" Benefits should be clearly stated. In the aerospace learning environment, more time should be spent discussing future expectations that are consistent with existing industry training styles. Students should be apprised that the traditional classroom (lecture, powerpoint, and video) concepts of learning are rapidly diminishing and the next wave of diffused innovations are more prevalent.

Confidence

The confidence aspect of the ARCS model is required so that students feel that they should put a good faith effort into the program. If they think they are incapable of achieving the objectives or that it will take too much time or effort, their motivation will decrease. In technology-based training programs, students should be given estimates of the time required to complete lessons or a measure of their progress through the program. This can be accomplished via formative evaluations, running scores, and brief tutorials.

Satisfaction

Finally, learners must obtain some type of satisfaction or reward from the learning experience. This can be in the form of entertainment or a sense of achievement. Printable certificates, team scores, group collaboration tasks and real time results would greatly facilitate a higher rate of customer satisfaction. The success or failure of any e-learning initiative can be closely correlated to learner motivation (Kruse, n.d.).

I would use this model to help show the students what is in it for them, how it will benefit their transition to post-secondary education and industry standards.

Reference

Kruse, K. (n.d.). The magic of learner motivation: The ARCS Model. Retrieved from http://www.e-learningguru.com/articles/art3_5.htm

Responded this week 5/8/12 to:

Ray Cox Blog:
http://raycoxphd.blogspot.com

Carol Deuling-Ravell 
http://decdr.blogspot.com