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The ARCS model is a synthesis of propositions and guidelines from many different motivation theories

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Post date November 19, 2021
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“Not all individuals are motivated by the same things. That is, a particular situation may motivate one individual because of prior learning, experience, or expectations, but not another. However, investigators of motivation have described many principles or conditions that seem generalizable enough to warrant their consideration in the design of instructional materials. Keller (1987) has developed a model of motivational design he calls ARCS, an acronym for the following categories of motivational conditions: attention, relevance, confidence, and satisfaction.

The ARCS model is a synthesis of propositions and guidelines from many different motivation theories” (p. 117).

This written assignment will ask you to critically examine aspects of the ARCS model. The Gagne, Briggs, & Wager reading summarizes the major features of the model on p. 118, Table 6-1: Motivational categories of the ARCS model. Each of the domains of the ARCS model: attention, relevance, confidence, and satisfaction are influenced by several motivational categories. Select one of the motivational categories from each of the four major domains of the ARCS model and justify (or challenge) why it serves as a meaningful application of an instructional design choice.

For example, under the domain of attention, the first motivational characteristic (A.1) is perceptual arousal. This includes: What can I do to capture [student] interests? In your paper, find evidence that supports (or challenges) A.1. What evidence justifies the role of perceptual arousal as a beneficial application of attention for classroom instruction? your work should include some practical examples

You do not need to address all of the subcategories. Select only one from each of the four. As you present evidence, be certain to address at least one limitation of the evidence.

If you find it helpful, you may organize your paper as though it was centered on one lesson or unit plan. You may draw on whatever content area or secondary-grade level you choose. This may help to bring a cohesive narrative to your paper as your address each domain of the ARCS model. This approach is not mandatory and is only being offered as a suggestion for your paper’s format.

Submit a paper which is 4-5 pages in length, excluding the Title and References pages. Your paper must be double-spaced and apart from the reference given below cite at least 3 outside sources in APA format. Your paper must be well-written and free from grammar, spelling, and content errors. Be sure that you have properly cited (in APA format) all resources used.

Reference

1. Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. Harcourt Brace College Publishers. https://www.hcs64.com/files/Principles%20of%20instructional%20design.pdf

Read pp 37-119. Part Two: Basic processes in learning and instruction, Chapters 3-6
Chapter 3: One source of complexity in defining educational goals arises from the need to translate goals from the very general to the increasingly specific. Many layers of such goals would be needed to be sure that each topic in the curriculum actually moves the learner a step closer to the distant goal. Despite the involved nature of this problem, means are available for classifying course objectives into categories that then make it possible to examine the scope of types of human capabilities the course is intended to develop. This chapter groups objectives into five categories of capabilities which are described in a classroom setting.
Chapter 4: This chapter examines the nature of the performance capabilities implied by each of the five categories of learned capabilities. Beginning with intellectual skills and cognitive strategies, the authors’ outline (1) examples of learned performances in terms of different school subjects, (2) the kinds of internal conditions of learning needed to reach the new capability, and (3) the external conditions affecting its learning.
Chapter 5: Chapter 5 provides a description of three different kinds of learning: verbal information, attitudes, and motor skills. Although they have some features in common, their most notable characteristic is that they are in fact different in the kinds of outcome performances which are possible: (1) Verbal information: Verbally stating facts, generalizations, organized knowledge. (2) Attitude: Choosing a course of personal action. (3) Motor skill: Executing a performance of bodily movement.
Chapter 6: Learner characteristics that affect the learning of new instructional material assumes several kinds of organization in human memory. The learned capabilities of intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills have direct effects on the learning of new instances of these same kinds of capabilities. Chapter 6 examines outlines learner abilities, skills, and schemas
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Instructional design for different learner characteristics on p. 119 from the Gagne, Briggs, & Wager reading

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Post date November 19, 2021
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Review Table 6-2: Instructional design for different learner characteristics on p. 119 from the Gagne, Briggs, & Wager reading. The table includes eight learner characteristics: intellectual skills, cognitive strategies, verbal information, attitudes, motor skills, schemas, abilities, and traits. Each of these characteristics holds meaningful implications for the instructional design choices of a teacher. Consider the extent to which you infuse these eight characteristics into your teaching practice.

Do you feel you successfully incorporate each of the eight across most of your lessons? Do you have a particular preference for perhaps three or four? Which of the characteristics, if any, do you seem to favor more so than others? give practical example
Can you reflect as to why you might be drawn to some of the characteristics? Is it a function of time, the nature of the content, assessment demands, etc.? How do the external conditions of your teaching environment influence your selection of the eight learner characteristics? give examples
In what way do you think you can be more inclusive of any of the neglected characteristics? give practical examples

If you are not currently teaching, please reflect on how you imagine you would balance each of the eight characteristics in a future classroom lesson. How could a future teacher make instructional design choices that successfully attend to all of the characteristics?

Reference

1. Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. Harcourt Brace College Publishers. https://www.hcs64.com/files/Principles%20of%20instructional%20design.pdf

Read pp 37-119. Part Two: Basic processes in learning and instruction, Chapters 3-6
Chapter 3: One source of complexity in defining educational goals arises from the need to translate goals from the very general to the increasingly specific. Many layers of such goals would be needed to be sure that each topic in the curriculum actually moves the learner a step closer to the distant goal. Despite the involved nature of this problem, means are available for classifying course objectives into categories that then make it possible to examine the scope of types of human capabilities the course is intended to develop. This chapter groups objectives into five categories of capabilities which are described in a classroom setting.
Chapter 4: This chapter examines the nature of the performance capabilities implied by each of the five categories of learned capabilities. Beginning with intellectual skills and cognitive strategies, the authors’ outline (1) examples of learned performances in terms of different school subjects, (2) the kinds of internal conditions of learning needed to reach the new capability, and (3) the external conditions affecting its learning.
Chapter 5: Chapter 5 provides a description of three different kinds of learning: verbal information, attitudes, and motor skills. Although they have some features in common, their most notable characteristic is that they are in fact different in the kinds of outcome performances which are possible: (1) Verbal information: Verbally stating facts, generalizations, organized knowledge. (2) Attitude: Choosing a course of personal action. (3) Motor skill: Executing a performance of bodily movement.
Chapter 6: Learner characteristics that affect the learning of new instructional material assumes several kinds of organization in human memory. The learned capabilities of intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills have direct effects on the learning of new instances of these same kinds of capabilities. Chapter 6 examines outlines learner abilities, skills, and schemas
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- Original and non-plagiarized custom papers- Our writers develop their writing from scratch unless you request them to rewrite, edit or proofread your paper.
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- Customer satisfaction- Customer satisfaction. We have an outstanding customer care team that is always ready and willing to listen to you, collect your instructions and make sure that your custom writing needs are satisfied
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- Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals Instructional design for different learner characteristics on p. 119 from the Gagne, Briggs, & Wager reading Get Professionally Written Papers From The Writing Experts

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Health care consumers receive various communications about different health care options

Post author By admin
Post date November 11, 2021
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External Influences on Consumer Choice Worksheet

HCS/490 v11

Page 2 of 2

$C:\Users\djshirey\OneDrive - University of Phoenix\F_Drive\Style Guides\UPX Logos\Horizontal format\UOPX_Sig_Hor_Black_Medium.png$ External Influences on Consumer Choice Worksheet

Health care consumers receive various communications about different health care options. It is important to understand consumer demographics to determine the impact (positive or negative) media, social networks, branding, marketing, and communication play in health care consumer choices.

In this assignment, you will research managed care plans to determine what impact social media and other external influences have on consumer behaviors. Research the different insurance plans listed below by reviewing various health care organizations or resources.

Consider within your research who might access the health care systems (i.e., age, generation, socioeconomic status, military/veteran, and health care insurance plans, etc.).

List 4 advantages and 4 disadvantages of HMOs, PPOs, and CDHPs in the following chart.

	Health Maintenance Organization (HMO)	Consumer Directed Health Plan (CDHP)	Preferred Provider Organization (PPO)
Advantages	1.2.3.4.	1.2.3.4.	1.2.3.4.
Disadvantages	1.2.3.4.	1.2.3.4.	1.2.3.4.
This is the best plan for what type of consumer?

Write a 90- to 175-word response to each of the following prompts. Consider the information you listed in the chart above as well as what you know about consumer behavior when you compose your response.

· Explain the impact media and social networking have on consumers when choosing the most appropriate managed care health insurance plans. Consider the positive and negative impacts.

(Insert answer here)

· Describe how branding, marketing, and communication influence a consumer’s choice when considering an appropriate managed care health insurance plan. Consider positive and negative influences.

(Insert answer here)

· Explain how communication and education to consumers differ by generation when marketing managed care health insurance plans. Consider why it is important to communicate and educate differently across generations.

(Insert answer here)

Cite 2 peer-reviewed, scholarly, or similar references.

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