My eLearning team delivered an afternoon workshop on creating engaging eLearning experiences. This PowerPoint provided a theoretical lens for the workshop. We built on this theory to deliver three more parts to the workshop: the Learning Management System, Cloud Services and Tablet Devices.

1. Creating Engaging eLearning Experiences
Dr Iain Doherty
Director, eLearning Pedagogical Support Unit
Centre for the Enhancement of Teaching and Learning
13th April 2013
The University of Hong Kong

2. eLearning Pedagogical Support Unit (EPSU)
Dr Iain Dr Cecilia
Chan
http://epsu.cetl.hku.hk
Doherty
Director Assistant
Professor
Mr Darren Mr Nicky Ms Jo Wong
Harbutt Ng Multimedia
Instructional Instructional Development
Designer Designer Officer

3. How can
learning
experiences be
Engaging

4. Colloquially we mean that
students are
attentive, active, involved
and committed to their
learning.

5. BUT…

6. a colloquial understanding
of engagement does not
provide the basis for a
conceptual understanding
that will allow us to
develop engaging learning
experiences for students.

7. What is
Community of
Inquiry

8. The community of inquiry
model – initially outlined by
Garrison, Anderson and Archer
(Garrison, Anderson, &
Archer, 2001) – conceives of
worthwhile educational
experiences as located within a
community of inquiry that is
composed of students and
teachers.

9. Within this community students can be cognitively
present, and socially present
Cognitive presence is defined in terms of the Social presence is defined in terms of the
extent to which students are able to construct extent to which students present themselves
meaning through sustained communication as “real” people in the community of inquiry

10. The third form of presence is
teaching presence. The teacher is
typically present through the
design of the learning experience
and through facilitating learning.
It is effective pedagogical practices
that engage as well as motivate
students in their learning.
We can therefore think of
teaching presence as necessary
for engaging and motivating
students.
This seems true per se for all but the most self- motivated students

11. Changing the Way that Teachers Think
"Even when they use e-learning products
and devices, most faculty still teach as they
were taught - that is, they stand in the front
of a classroom providing lectures intended
to supply the basic knowledge the students
need. Hence, we see the success of course
management systems and PowerPoint -
software packages that focus on the
distribution of materials rather than on
teaching itself… E-learning will become
pervasive only when faculty change how
they teach - not before".
- Zemsky &
Massy, 2004

12. How to
Engage and
Motivate
students

13. ARCS Theories of motivation have been used to
develop a model for creating engaging and
Model motivational eLearning experiences
- Keller & Suzuki, 2004
Gaining learner Attention
Establishing the Relevance of the instruction to learner goals and learning styles
Building Confidence with regard to realistic expectations and personal
responsibility for outcomes
Making the instruction Satisfying by managing learners’ intrinsic and extrinsic
outcomes

14. Use various tactics such
as
animations, graphics, au
dio, video or an event
that introduces
incongruity / conflict
Arouse curiosity by
introducing
mystery, unresolved
Sustain interest
problems and
through
techniques to
variations in the
stimulate enquiry
learning
environment

15. ARCS Theories of motivation have been used to
develop a model for creating engaging and
Model motivational eLearning experiences
- Keller & Suzuki, 2004
Gaining learner Attention
Establishing the Relevance of the instruction to learner goals and learning styles
Building Confidence with regard to realistic expectations and personal
responsibility for outcomes
Making the instruction Satisfying by managing learners’ intrinsic and extrinsic
outcomes

16. Learners need to perceive the
instructional requirements to be
consistent with their
goals, compatible with their
learning
styles and connected to their past
experiences
Ideally the learner will experience
intrinsic goal motivation i.e. the
goals are personally interesting and
freely chosen

17. ARCS Theories of motivation have been used to
develop a model for creating engaging and
Model motivational eLearning experiences
- Keller & Suzuki, 2004
Gaining learner Attention
Establishing the Relevance of the instruction to learner goals and learning styles
Building Confidence with regard to realistic expectations and personal
responsibility for outcomes
Making the instruction Satisfying by managing learners’ intrinsic and extrinsic
outcomes

18. Help students to expect success and to
experience success under conditions
in which they attribute the success to
their own abilities or efforts
This can be achieved through e.g.
bringing students to see that they have
the capacity to achieve and that the
means to achieve are at their disposal

19. ARCS Theories of motivation have been used to
develop a model for creating engaging and
Model motivational eLearning experiences
- Keller & Suzuki, 2004
Gaining learner Attention
Establishing the Relevance of the instruction to learner goals and learning styles
Building Confidence with regard to realistic expectations and personal
responsibility for outcomes
Making the instruction Satisfying by managing learners’ intrinsic and extrinsic
outcomes

20. This requires providing
extrinsic rewards but these
rewards must not impact
negatively on the students
intrinsic motivation
Intrinsic motivation can be
maintained by giving students
opportunities to apply what
they have learned along with
self awareness of achievement
Extrinsic could be
grades, progression

21. For the workshop today try to keep in mind
the four components of the ARCS model:
Attention
Relevance
Satisfaction
If we can realize the ARCS model
in practice then students should be
cognitively present and socially
Confidence present i.e. fully engaged.
ARCS Model

22. references:
Clark, D. (2002). Psychological Myths in e-learning. Medical Teacher, 24(6), 598–604.
doi:10.1080/0142159021000063916
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical Inquiry in a Text-Based Environment: Computer
Conferencing in Higher Education. The Internet and Higher Education, 2(2-3), 87–105. doi:10.1016/S1096-
7516(00)00016-6
Keller, J., & Suzuki, K. (2004). Learner Motivation and E-learning Design: A Multinationally Validated Process.
Journal of Educational Media, 29(3), 229–239. doi:10.1080/1358165042000283084

23. Next to Come
Engaging eLearning using a Learning Management System
(Mr Darren Harbutt)
Thank you!