PersonalDesignFramework

TinaIndalecio
CaliforniaStateUniversityMontereyBay

IST626AdvancedInstructionalDesign
Dr.DonFischer
August18,2015

PersonalDesignFramework

I.Introduction
Thedemandforonlineeducationisgrowingandasignificantchallengeeducatorsfaceis
learninghowtocreateefficient,engagingandeffectiveonlinecourses.AccordingtoLepper&
Cordova(1992)whenlearningisfunitappearstobemoreeffective.Inaddition,keepinga
learnerengagedandmotivatedthroughoutthecourseiskeytoachievingpositivelearning
outcomes.Ciampa(2014)statesthat,Whatandhoweffectivelystudentslearnmaybe
influencedbytheirlevelofmotivation(p82).Thereforefosteringmotivationisaprimaryfocus
whenutilizingadesignframeworktodevelopeffectiveonlinelearningcourses.

II.LearningTheory&Motivation
Acriticalelementtokeepinmindwhendevelopingonlinecoursesistotakea
learnercenteredapproachandfocusonhowtointrinsicallyandextrinsicallymotivatealearner
astheyprogressthroughthecourse.Alearnercenteredapproachiswherestudentsareactively
involvedincriticalthinking,problemsolving,communicatingwithpeersandconstructing
knowledgebygatheringandanalyzinginformation.Whereaswithateachercenteredapproach
theteachertransmitsinformationandthelearnerpassivelyreceivesit.Inalearnercentered
approachtheteacherismoreofaguideormentorinthelearningprocess.Thistypeofapproach
isalsoreferredtoasactivelearningandisrelatedtoconstructivisttheory.

AccordingtoVygotskyssocialconstructivisttheory,learningisacollaborativeprocess
andisculturallymediated.Learningoccurswhenthereisintegrationandsharingwithothers.
Vygotskys(1978)zoneofproximaldevelopment(ZPD)noteshowthesupportandguidanceof
mentors,whocanbeotherstudentsandarenotalwaystheteachers,canenablethelearnerto
achieveahigherlevelofunderstandingandcompetence.
WhenexaminingMaloneandLepperstaxonomyofintrinsicmotivationsforlearning,
theirtheorysuggeststhattherearesixdifferentcategoriesthatmakeanactivityintrinsicallyand
extrinsicallymotivating,aswellasfun,forthelearner.Theelementsofmotivationshould
challenge,encouragecuriosity,givecontrol,fostercooperation&competitionandprovide
recognitionforthelearner(Ciampa,2014).
a.Intrinsicmotivations

Theelementsofintrinsicmotivationsinclude:challenge,curiosityandcontrol.According

toMaloneandLepper(1987)alessonmustprovideclearinstructionsandgoals,andbe
challengingenoughtokeepthelearnermotivated.However,theremustbeabalancebetween
makingthecoursetooeasyandtoohard.Thecourseshouldincludedifferentdifficultylevelsof
instruction,simpleandcomplexassessmentswithfeedback,providemultiplegoallevels,vary
timelinestocompletetasks,andprovidepartialinformationtomakethelearnerseekout
missingelements.Ciampa(2014)addsthat,goalsmustbemeaningful,personalizedand
specifictotheindividualactivitiesthatarewithintheindividualszoneofproximal
development(Vygotsky,1978)willstimulatethegreatestintrinsicmotivation(Malone&
Lepper,1987).

MaloneandLepper(1987)breakcuriosityintotwocategories:sensorycuriosityand

cognitivecuriosity.Sensorycuriosityinvolvesgainingandholdingthelearnersattentionand
stimulatingthesenses.Thiscanbedonebyintegratingaudio,video,animationsandother
interactivecomponentsintothecourse(Liu,Toprac,&Yuen,2009).Cognitivecuriosityoccurs
whenthelearnerhasbeenenticedtoexploreandseekoutmoreinformationtoattainadditional
knowledge.

Thelastintrinsicmotivationiscontrol.Providingthelearnercontrol,orevenperceived

controloverhowtheyprogressthroughthecourseanddiscoverinformation,accordingto
MaloneandLepper(1987),willsignificantlyimprovemotivationandacademicperformance
(p.238).Whenthelearnercanprogressthroughalessonattheirownpace,orisallowedto
engagewiththecontentastheywish,theyexperienceafeelingofcontrolovertheirlearning.
a.Extrinsicmotivations

Theelementsofextrinsicmotivationsinclude:cooperation,competitionandrecognition.

Allowinglearnerstoprogressattheirownpace,collaborateandworktogethertosolvegoals,
andofferadvicetoeachother,arekeyelementsofcooperationintheonlineclassroom.In
additionthiswillcontributesignificantlytomotivatingthelearnertostayengagedinthecourse.
AccordingtoJohnsonandJohnson(2003),cooperationhelpspushthelearnertoexertmore
effortinthecourse,whichtranslatesintoahigherlevelofachievementandbetterproductivityin
thecourse.Italsofostersbetterrelationshipsamonglearners.

Competitionistypicallyreferredtoascompetingagainstothers,however

Csikszentmihalyi(1980)madeadistinctionbydifferentiatingbetweenmeasuringonesself

againstothers,whichistermeddirectcompetitionandmeasuringonesselfagainsttheirown
ideal,whichistermedindirectcompetition.AccordingtoCiampa(2014):
Inindirectcompetition,theindividualorgroupstrugglestoperformwell
againstanimpersonalstandardsuchasonesbestpreviousperformanceor
theperformancenormsforonesabilitylevel.Directcompetition,
however,involvespeoplestrugglingagainstoneanother.Insofarasone
playsinordertowin,ratherthantoplaywell,anextrinsicorientation
dominatesoveranintrinsicone.Asonewouldexpect,successledto
greaterwillingnessforfutureparticipationthanfailure.

Thelastextrinsicmotivationcategoryisrecognition,MaloneandLepper(1987),believe

thatalearningenvironmentcanonlyengageandmotivateforrecognitionifalearnersactivities
arevisibletootherpeople.Anexampleofhowtomakeactivitiesvisibleistoallowassignments
tobeviewedbyeveryoneinthecourse.Inadditioncollaboratingongroupassignments,and
havinglearnersprovidepeerfeedbackareadditionalwaystomakeactivitiesvisibleandmotivate
thelearnertostayengagedinthecourse.

IV.Conclusion
Whendesigninganddevelopinganonlinecourseengagingthelearnerandmotivating
themthroughoutthecourseiskeytoachievingpositivelearningoutcomes.Takinga
learnercenteredapproach,byincorporatingbothintrinsicandextrinsicmotivationtechniques
canhelpmakethecoursefunaswellasmoreeffective.

Resources
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Liu,M.,Toprac,P.,&Yuen,T.(2009).Whatfactorsmakeamultimedialearningenvironment
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