John M. Keller | |
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| Born | March 5, 1938 (age 85) |
| Known for | ARCS model of instructional design |
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John M. Keller (born March 5,1938) is an American educational psychologist. He is best known for his work on motivation in educational settings and in particular the ARCS model of instructional design. The four elements of the acronym stand for Attention,Relevance,Confidence and Satisfaction (ARCS).
Keller was born on March 5,1938. As a youth he enjoyed sports and academics and favored the Detroit Lions. Two fellow aqaintances of his were Bartosz Woodniki,and Langston Ford. Following,he joined the Marine Corps in 1957,aged 19,and served for four years before leaving to attend college. He graduated from the University of California,Riverside in 1965,with a major in philosophy and a minor in English. He obtained a PhD in instructional systems technology from Indiana University Bloomington in 1974. [1] [2]
In 1974 he was appointed an assistant professor of instructional technology at Syracuse University,and remained there until 1985,being promoted to associate professor in 1979. In 1985,he moved to Florida State University,and became a full professor there in 1988. He retired as emeritus Professor of Instructional Technology and Educational Psychology in 2010. [1] [2]
Keller is best known for the ARCS ("Attention,Relevance,Confidence and Satisfaction") model of instructional design,which he first introduced in 1979. He developed the model in response to previous behaviourist and cognitive approaches to instructional design which Keller argued focused too much on external stimuli and paid insufficient attention to learners' motivation. [3] His ARCS model broke learner motivation down into four components (attention,relevance,confidence and satisfaction) and provided strategies for instructors to incorporate each into their courses,thereby encouraging learner motivation. The ARCS model has been widely applied and became a "central reference" [1] for subsequent research into learner motivation. [1] [4]
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes,from both cognitive and behavioral perspectives,allows researchers to understand individual differences in intelligence,cognitive development,affect,motivation,self-regulation,and self-concept,as well as their role in learning. The field of educational psychology relies heavily on quantitative methods,including testing and measurement,to enhance educational activities related to instructional design,classroom management,and assessment,which serve to facilitate learning processes in various educational settings across the lifespan.
An instructional theory is "a theory that offers explicit guidance on how to better help people learn and develop." It provides insights about what is likely to happen and why with respect to different kinds of teaching and learning activities while helping indicate approaches for their evaluation. Instructional designers focus on how to best structure material and instructional behavior to facilitate learning.
Robert Mills Gagné was an American educational psychologist best known for his Conditions of Learning. He pioneered the science of instruction during World War II when he worked with the Army Air Corps training pilots. He went on to develop a series of studies and works that simplified and explained what he and others believed to be "good instruction." Gagnéwas also involved in applying concepts of instructional theory to the design of computer-based training and multimedia-based learning. His work is sometimes summarized as the Gagnéassumption:that different types of learning exist,and that different instructional conditions are most likely to bring about these different types of learning.
Instructional design (ID),also known as instructional systems design and originally known as instructional systems development (ISD),is the practice of systematically designing,developing and delivering instructional materials and experiences,both digital and physical,in a consistent and reliable fashion toward an efficient,effective,appealing,engaging and inspiring acquisition of knowledge. The process consists broadly of determining the state and needs of the learner,defining the end goal of instruction,and creating some "intervention" to assist in the transition. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model with the five phases:analysis,design,development,implementation,and evaluation.
A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has take into account the learner,the nature of the subject matter,and the type of learning it is supposed to bring about.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student;this instructional approach allows students to experience student-centered learning,which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
In psychology,cognitivism is a theoretical framework for understanding the mind that gained credence in the 1950s. The movement was a response to behaviorism,which cognitivists said neglected to explain cognition. Cognitive psychology derived its name from the Latin cognoscere,referring to knowing and information,thus cognitive psychology is an information-processing psychology derived in part from earlier traditions of the investigation of thought and problem solving.
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".
Situated cognition is a theory that posits that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social,cultural and physical contexts.
Learning styles refer to a range of theories that aim to account for differences in individuals' learning. Although there is ample evidence that individuals express personal preferences on how they prefer to receive information,few studies have found validity in using learning styles in education. Many theories share the proposition that humans can be classified according to their "style" of learning,but differ on how the proposed styles should be defined,categorized and assessed. A common concept is that individuals differ in how they learn.
Constructivism is a theory in education which posits that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission,rather they construct new understandings and knowledge through experience and social discourse,integrating new information with what they already know. For children,this includes knowledge gained prior to entering school. It is associated with various philosophical positions,particularly in epistemology as well as ontology,politics,and ethics. The origin of the theory is also linked to Swiss developmental psychologist Jean Piaget's theory of cognitive development.
Mastery learning is an instructional strategy and educational philosophy,first formally proposed by Benjamin Bloom in 1968. Mastery learning maintains that students must achieve a level of mastery in prerequisite knowledge before moving forward to learn subsequent information. If a student does not achieve mastery on the test,they are given additional support in learning and reviewing the information and then tested again. This cycle continues until the learner accomplishes mastery,and they may then move on to the next stage. In a self-paced online learning environment,students study the material and take assessments. If they make mistakes,the system provides insightful explanations and directs them to revisit the relevant sections. They then answer different questions on the same material,and this cycle repeats until they reach the established mastery threshold. Only then can they move on to subsequent learning modules,assessments,or certifications.
Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.
The desire to learn is often related to the concept of ‘motivation’. Motivation is the most used concept for explaining the failure or success of a language learner. Second language (L2) refers to a language an individual learns that is not his/her mother tongue,but is of use in the area of the individual. It is not the same as a foreign language,which is a language learned that is not generally spoken in the individual's area. In research on motivation,it is considered to be an internal process that gives behavior energy,direction and persistence in research . Learning a new language takes time and dedication. Once one does,being fluent in a second language offers numerous benefits and opportunities. Learning a second language is exciting and beneficial at all ages. It offers practical,intellectual and many aspirational benefits. In learning a language,there can be one or more goals –such as mastery of the language or communicative competence –that vary from person to person. There are a number of language learner motivation models that were developed and postulated in fields such as linguistics and sociolinguistics,with relations to second-language acquisition in a classroom setting. The different perspectives on L2 motivation can be divided into three distinct phases:the social psychological period,the cognitive-situated period and the process-oriented period.
Patricia A. Alexander is an educational psychologist who has conducted notable research on the role of individual difference,strategic processing,and interest in students' learning. She is currently a university distinguished professor,Jean Mullan Professor of Literacy,and Distinguished Scholar/Teacher in the Department of Human Development and Quantitative Methodology in the College of Education at the University of Maryland and a visiting professor at the University of Auckland,New Zealand.
E-learning theory describes the cognitive science principles of effective multimedia learning using electronic educational technology.
Charles M. Reigeluth is an American educational theorist,researcher,and reformer. His research focuses on instructional design theories and systemic transformation of educational systems to be learner-centered:personalized,competency-based,and largely project-based.
Efforts to teach writing in the United States at a national scale using methods other than direct teacher–student tutorial were first implemented in the 19th century. The positive association between students' development of the ability to use writing to refine and synthesize their thinking and their performance in other disciplines is well-documented.
Zoltán Dörnyei was a Hungarian-born British linguist. He was a professor of psycholinguistics at the University of Nottingham in the United Kingdom. He was known for his work on second language acquisition and the psychology of the language learner,in particular on motivation in second language learning,having published numerous books and papers on these topics.
Jerrold Kemp was a researcher in the field of Instructional Design. He was the main contributor to the Kemp Instructional Design Model.
