DesigningoftheMJAYsGoalOrientedModel(MGOM) In PartialFulfillment Of TheRequirementsof

[EDID6503 InstructionalDesignTheories,ModelsandStrategies TrimesterI(2014)] GroupMembers JanePierre JazelleJones LauraTaylor MeganneMcNeilHarry UniversityoftheWestIndiesOpenCampus CourseCoordinatorDr.DicksonDeane [26/04/14]

Assumptionsmadeforthecompletionoftheprojectare:
Stipulationsarethattheprogrammeistobeintegratedinto thetraditionalmethod
of contentdelivery.Theinitiativewillbepilotedwithintheenvironmentoftwoprimary andonesecondaryschool. TheMJAYSworkenvironmentisinalignmentwiththeMinistryofEducationpolicies and curriculum content is mapped into the game modules to provide a scenario learningenvironment TheTraining&DevelopmentUnithasbeenprocuredbytheMOEtoprovidetraining toinstructorstousetheprogramme. ComputerHardwareandSoftwaretoolsaretakencareofbytheMOE 2

TableofContents
Assumptions Abbreviations Abstract Introductionoftheproblem IntroductiontoCharacterEducation TheFourLearningEnvironments Similaritiesinthefourworkenvironment Differencesintheworkenvironments ModelsandStrategiesusedintheDesignoftheNewModel Introductiontogamification TheNewInstructionalModelMGOM Introductiontostrategiesaffordedbythenewmodel Conclusion

Page
2 3 4 5 7 10 15 16 21 22 37 43 47 56 61

TeamReflections References

Abbreviations The followinglist ofabbreviationshave been used over thecourseofthis report

MJAYsGoalOrientedModel..(MGOM) T&TUnifiedTeachers'Association.(TTUTA) MJAYs..(MJAYs) MinistryofEducation.(MOE) ZoneofProximalDevelopmentZPD RomanCatholic..R.C SecondaryEntranceAssessment.SEA TheTrainingandDevelopment...(T&D) 4

Abstract
This paper aims to demonstrate how an instructional model has been specifically formulated to achieve the learning outcomesat fourdifferent learning environments.Each environment has a corresponding model that was designed to cater to the educational needsofthelearnersattherespectiveworkplace.Themodelsareasfollows: 1. TheCIAModel 2. TheSuccessModel 3. TheTaylorMadeTrainingandDevelopmentEmployeeModel 4. ABDC&KGoalOrientedInstructionalDesignModel The new model, MJAYs Goal Oriented Model (MGOM)was structured to encompass the achievements and objectives proposed in the four instructional models. It analyzes learners needs, facilitates the delivery of learning activities, allows for feedback on students progress throughout the lessons and includes formative and summative assessments about the overall instructional process through games and interactive learning strategies. Additionally, MGOM accentuates the requirements of all educational organisationsto: simplifytheirteachingtechniques, promoteaproceduralapproachtoimpartinginstructionsand employmotivationalstrategies all in orderto enable the learnersunderstanding ofconceptsandskillswhichwillincrease the probability of success inlessons.MGOMcanbeincorporatedintoanylearning/training institutionwithsituationssimilartothefourindividualworkenvironments.

Casestudy(Introductionoftheproblem)
Cops in schools tocurbviolence... School girlsbehavingbad! Theabove reports are the latest in years of increasingly severe violence and indiscipline issues at the nations schools. President oftheT&T UnifiedTeachers'Association (TTUTA)DevanandSinanan said he believes the issue represents a much larger social problem which needed immediateattention. In response to TTUTAs report, The Ministry of Education in collaboration with the Caribbean Knowledge Management Centre has developed the MJAYs workenvironment in a means of tackling the frightening issue. The programme seeksto mergetraditional classroomcontent withgamification toprovideteacherswithactivitiestofocusstudentson positive methods of dealing with conflict. The developmental objective of MJAYs is to increase thedeliveryof quality,moralandcharactereducationmodulesto studentsatboth primary and secondarylevels, the effectsofwhichareexpectedtopermeateintothefields ofsociety.Theprogrammewilloffer: Simulations PeerCollaboration Oldtimestorytelling ExchangeofGames Peerconferencing Alternative assessment forms Teacher of Student

Cooperativelearning

Table:1ListofofferingsbytheMJAYsworkenvironment

IntroductiontoCharacterEducation Aristotle(ascitedinBerkowitz&Bier,2005)statesthatAlladultsinvolvedwithchildren

either help or thwartchildrensgrowthanddevelopment,whethertheylikeit,intenditornot. Consequently, educators (as adults involved intimatelywith children)cannotavoiddoing character education. Since, either intentionally or unintentionally, teachers shape the formation of character in studentssimply by association through positive or negative example. Character education is therefore not optional inthe schoolit is inevitable, and therefore meritsintentionalfocusandprioritystatusintheschool.AccordingtoPearson,et al (ascitedinLarson,2009),developinggoodcharacterrequiresstudentstorecognizethe good, crave the good andputforththegood.Theschool, alongwithparentsmusttherefore identifycorevalues, adeptand committo thosevaluesandputthemintopracticeintotheir ownlives. TheUSDepartmentofEducationstatesthatCharacterEducationisalearningprocess

thatenablesstudents andadultsin a school communitytounderstand, careaboutandact on core ethical values such as: respect, justice, civic virtue and citizenship, and responsibility for self and others. Core values that are the underpinnings of a caring and just society. According to Willard (1997), Preparation for successin the informationage mustinclude: 1) A respect for the laws and standards that society has agreed upon for governing behavior. 2) The ability to engage in moral reasoning and decision and decision making, especiallywhenthereareconflictsinvaluesandinterests. 3) Themoralmotivation andselfcontroltoengageinappropriateandethicalbehavior, eveninsituationswherethereisthefreedomtodootherwise. However, Strauss(as citedin Helwig,Turiel& Nucci)states that these culturalvalues and practices are not simply transmitted from generation to generation but must be infused through programmes that involve: decision making and reflection on daily experiences. Battistich(as cited in Larson,2009)asserts that Character EducationProgramscan have profound positive influence on the numerousadverseproblems schoolsfacesdailysuch

as: low academic achievement, drug/alcohol abuse,aggression, low school attendance, fights and suspensions, sexual activity and vandalism. For a character education programme to be effective, according to the Character Education Partnership (2010), a nonprofit educationalsociety,theprogrammemustbeunderpinnedbythefollowingeleven (11)principles: PRINCIPLE goodcharacter. PRINCIPLE 2 1

Theschoolcommunity promotescore ethical and performancevaluesasthefoundationof

Theschooldefinescharactercomprehensivelytoincludethinking,feeling,anddoing PRINCIPLE development. PRINCIPLE 4 3

The school uses a comprehensive, intentional, and proactive approach to character

Theschoolcreatesacaringcommunity PRINCIPLE 5

Theschoolprovidesstudentswithopportunitiesformoralaction. PRINCIPLE 6

The school offers a meaningful and challenging academic curriculum that respects all learners,developstheircharacter,andhelpsthemtosucceed. PRINCIPLE 7

Theschoolfostersstudentsselfmotivation. PRINCIPLE 8 8

The school staff is an ethical learning community that shares responsibility for character educationandadherestothesamecorevaluesthatguidethestudents. PRINCIPLE initiative. PRINCIPLE 10 9

The school fosters shared leadership and longrange support of the character education

The school engages families and community members as partners in the characterbuildingeffort. PRINCIPLE 11

Theschoolregularlyassessesitscultureandclimate,thefunctioningofitsstaffascharacter educators,andtheextenttowhichitsstudentsmanifestgoodcharacter.

TheFourLearningEnvironments
The four (4) learning environments are summarized below to highlight the existing focus, problems and structure of the learning environments. This will benefit the development of the new model which will provide solutions to the problems and enhance learning capabilitiesandoutcomesinthefourenvironments. WorkEnvironmentProfileJazelleM.JonesThePaloSecoPentecostalSchool.

This learning environment is an old primary school for students ranging from five (5) years to eleven(11) years inage.The studentsallresideinthesameschool community that is affected by many social problems. The student population is ninetyfive (95) studentswithseven(7)teachersincludingtheprincipal. Government policy officials are currentlyattempting tostrategizeandprojectplansinthe educationalsystem. Their currentfocusisondevelopingmultipleintelligencesinbuilding students practicaland creative skills in thestudents.Thiswillincludedevelopingliteracy andnumeracy skillsat the Infant Levelsandanumberofprojectsandportfoliosforthose who will be preparing for the Secondary Entrance Exams. Teachers do not have full autonomy to implement their own teaching strategies as those used areselected from amongthe Ministry ofEducations selection. The strategiesarenotstructuredaccording to an instructional model and thus are managed in a nonsystematicmanner thatdoes notallowforfeedbackandinstructionoreffectivenessofinstructor.

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WorkEnvironmentProfileMeganneMcNeilHarryTheHolyFaithConvent,Penal. Thisworkenvironmentisa primaryconsistingofapopulationof700childrenrangingin ages from eleven (11) years to eighteen (18) years, teaching staff of fifty (50)persons and administrative of twentyfive (25) persons. The management of instruction and teaching staff is fairly systematic and structured. Each teacher is responsible for a particular subject is considered to be a subjectmatter expert in the area. The department head manages his/her individual department andmakesuppart ofa team, which meets with the principal and vice principal to discuss curriculum development, delivery strategies, ICTstrategies andimplementation and performance. Thedocument usedduringplanningandassessmentisaSchemesofWorkwhichisanannualplanthat incorporates lesson planningactivities andgoals,timeschedulesand detailedteaching strategies. Assessmentsaredoneregularlywithanaimofdevelopinghigherorderthinkingskills

andcognition. Student assessmentsincludefinalexams,projectsoralpresentationsand roleplay.Teachingstaffis assessed onaweeklybasis andtheevaluationis submitted to thedepartmenthead forperusal whothendiscussesanyissuesintheteammeetings with principal. The department head also engages in Clinical Supervision to evaluate teachingpedagogy.

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The goal of instruction is to build creative minds and develop students thinking skills. However, while the approach to the school is fairly systematic, performance objectives arenotcommunicatedtothelearner.Itisonlyinferred.

WorkEnvironmentProfileJanePierreSt.BarbarasGovernmentPrimary The St. Barbaras Government Primary School, a large, two story concrete coed

facility that houses two hundred (200) students was established in the hilly Laventille East Dry River district of Port of Spain, The district of Laventille, bordered onboth the north and east by theLady Young Roadand onthesouthbytheEasternMainRoadand with the East DryRiver forming its western border, isone ofthepoorest suburbs of the capitalcityandasfarbackascanberememberedthedistricthasbeenchallengedwith Littleornonexistenteconomicopportunities Semitounskilledlowincomeworkers The consequence of which has manifested itself in extensive poverty and recidivistic crime. Most of the schools two hundred (200) infant through grade five studentscome

from low incomeandsingleparentfamiliesandabsenteeismattheschoolishighonany given day. There is little to no parental support and the school is considered a lowachievingone.

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WorkEnvironmentProfileLauraTaylorTrainingandDevelopmentUnit

Of the four working environment this is the only one that has a focus on instruction for adults. Training is done forapproximately 20,000governmentemployeeswhoareeither temporarily or permanently assigned tojob rolesacrossthecountryspublicservice.Itis the soleHuman ResourceDevelopmentunitand is mandated to provide qualitytraining anddevelopment for all employees.Therearetwenty(20)employeesinthe department, inclusive of management and ancillary staff. Ten (10) employees are assigned to the Training section and the other ten (10) are administrative, secretarial, record keeping, accounts and support staff. The trainers all provide some classroom based instruction but mostly facilitators are outsourced and contracted for the duration of a specific programmeandareconsideredtobesubjectmatterexpertsintheirfield. The Departments responsibility goes beyond planning and coordinating. The role extends to providing consultancies, collating training statistics, its budget, number of personstrainedandthedifferentareasoftraining. Training is not consistently done or structured in the public service or in this particular work environment. Recruitment of facilitators and employees is done based on the individuals possession ofacademic qualificationsand notnecessarilyonhavingthejob skills or attitudes. The focus is not on developing requisite knowledge or skills as persons may work in a particular position for many years without having the correct training for job competency. On entering thejob, a generally unstructured,unsystematic 13

haphazard and informal training session(s) to build basic knowledge and skills is provided for the new employee by someone who is willing or available to do the training. There is no real focus on developing attitudes, personal characteristics relevant to the job or purpose, aim, goals or objectives of the specific department/ministry or public service. Thus, quite often employees are uncertain about the impact oftheirjob rolesto otheremployees, departmentsorcustomers.Thetraining department, however, systematically provides training with a focus on developing job competencies. Some programmes are designed for individual ministries, departments or groups of workers with similarjobtasks.However,thiscanonlybeeffectiveifexternal departmentsadequatelyinformthetrainingdepartmentabouttheirtrainingneeds.

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SimilaritiesintheFourWorkEnvironments Few similarities existed among thefour work environments however, all four were subsidiaries whichbelongedtothepublicsectorgovernmentministriesintheCaribbean. On entering the workplace, employees are engaged in some form oftraining.Trainingmayalso occur after the officer has been employed during the particular workplace. These are spearheadedby thegovernmentinordertoensure thatemployeespossessthenecessaryskills tofunctionefficientlyattheirworkplace The use of technology is prevalent in all four work environments. Technologicalforms areused during the planning and also the execution/instructional processes within the different environments. All four environments are equipped with uptodate computers whichare usedto record and update important information on persons affiliated with that particular work environment. The environments have some sort ofanalyses of the needs ofthelearners.Uponconsideration of the analyses, a model wasemployed to facilitate the learning of the newskillsandconcepts. Supervisors and other facilitators will train employees if training is to be executed further down the line then these persons who were trained will now be responsible for conducting these sessions to ensure that all employees in needofprofessionaldevelopmentwillbetherecipients ofthenecessaryskillsand/orexpertise.

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Differencesinthefour(4)WorkEnvironments Three (3) of the work environments are schools with the fourth organisation being a training department. Each schoolhas a different focus or overall objectiveaswellasitsuniqueshareof problems. Megannes schoolenvironment is the largest with 700students and50teachingstaff while Jazelles school has 95 students and 6 teachers. The training work environment has 20 employees but training is catered to approximately 20,000 public servants. Each training programme has a targeted maximum capacity of 20 persons and an aim of developing job competenciesforadultemployees. According to Chaiklin(2003), Vygotskys Zone ofProximalDevelopmentiswidelyusedacrossa variety of teaching and developmental programmes which focus on subjectmatter areas, professional competenciesandacademicdisciplines.VygotskysZoneofProximalDevelopment centres on the distancebetween current and required knowledge and skills as wellastheskills acquired byindependentproblemsolvingascomparedtothoseskillsandknowledgegainedand guidedbyamoreexperiencedperson. Janes instructional models included ARCS Motivational, Backward Design and Kemp Models. Of particular difference to this and the other models is the use of motivational strategiesviathe ARCS Model. According to Keller (1987), this model allows the instructor to inject into lesson planning certain motivational strategies in much the same way that instruction issystematically applied. He added, that its implementation depends on the experience, intuition, creativity and knowledge of instruction as well as motivational strategies as it is not an automatic process. ARCS is aimed at gaining the students Attention, making learning meaningful, interesting and Relevant as well as building the learners Confidence in a positive learning environment and ensuring Satisfaction that knowledge and skills can be comfortably applied and integrated

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outside of the lesson. This approach also emphasizes the type of instructional strategies to utilizeateachphaseofitsimplementation. LaurastrainingdepartmentfocusedonthesystematicapplicationoftheADDIEModel.However, this model is not consistently applied to teaching across the outlined working and training environments. Meganne and Jazelle used similar models with cognitivism andconstructivism. Themajordifferencesoftheworkenvironmentsaresummarizedbelow: Characteristic of Jazelle Meganne Mc JanePierre NeilHarry LauraTaylor

Working Jones

Environment Type Environment Population of Primary School 95Students 6Teachers Secondary School 700Students 50Teachers 200Students 12Teachers PrimarySchool Adults Training

Department 20Employees 10Trainers Outsourced Facilitators Training Audience EntirePublicService

Special Characteristics

School affected

Fairlywell by structured

School classed

is Sole as responsible

entity for and of

many social instruction and lowachieving training problems management development

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government employees Focus Developing Multiple Building Change image Ensure all public are and

creative minds of school from employees trained

Intelligences and enhancing lowachievers Developing Numeracy and Literacy Skills Staff Development Instructional Strategies Similar to all Advance other Organisers Blended Learning Webquests Roleplay None Yes Yes higherorder thinkingskills to

competent todo their

highachievers job

Yes

Teaching strategies are not consistently done, choosen or implemented: Some collaboration among trainers Brainstorming Group projects or in paired some

environments recitations does not Discriminations include

ICT Teams, pairs, Indirect group collaboration in instruction instruction

strategies

trainingsessions.

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ICT applications, projectors for visual and audio facilitation Demonstrations Active discussions

Anchoredinstruction Goals, Aims and (not

Objectives

consistentlydone) Question & Answers Coaching Drill and Practice Models Vygotskys Zone Proximal Development Constructivist goalbased learning. Cognitivist Summative Assessment Table:2Differencesamongthefour(4)taskenvironments Cognitivism of (Gagne) Constructivism Backward Design KempModel ARCS Motivational Model ADDIE No structured model for employee training anddevelopment

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The following table shows the instructional strategies that were afforded by the Models combined,designedbytheteammembers. JanePierre ABDC&K Jazelle Jones The Meganne Primary Laura Taylor

Education McNeil Harry TaylorMade Employee CIA Instructional Model Training DevelopmentModel &

SuccessModel

CommonStrategies DirectInstruction

DirectInstruction

Direct Instruction

DirectInstruction

Discussion Collaborative/ cooperative Methods

Demonstration Collaborative/ Cooperative Methods

Collaborative/ Cooperative Methods

Discussion Q&A Drill&Practice Demonstration

Demonstration in

Differences Strategies ABDC&K

The Primary Education CIA SuccessModel Instructional Model

Employee Training & DevelopmentModel

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Scenario Based

Aims, Objectives Coaching

Goal

&

Evaluation

Table:3Strategiesaffordedbytheindividualmodels ModelsandStrategiesusedintheDesignoftheNewModel Johnson&Foa(ascitedinFreeman,1994)statesthattheInstructionaldesignprocessforces educators and trainers to stop and review their goals, explore new delivery formats, and reconceptualize traditional learning models. Consequently, educators and trainers become more conscious of their instructional decisions, and are better able to focus their instructional expectations. Morrison, Ross & Kemp (2004), emphasized that instructional design models provide instructional designers with a systematic approach of viewing and implementing the instructional design process. The following strategies and approacheswere therefore selected to enhance the goal of instruction and to ensure thatlearningisstudentfocused and addresses the learning needs of the student rather than simply focusing on delivery of content. The strategiesunderpinningthenewmodelare: Gamification DickandCarey ARCSMotivationalModel Gagne ZoneofProximalDevelopment

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These models and principles were all highlighted intheindividualmodelsexceptforgamification and ARCS motivational model. Thetwo will be used as the glue that combinestheinstructional models and a strategy that allows the applicability of model across the combined learning environment. IntroductiontoGamification Gamification is a central strategy to be used in the design of the new model. Its advantages pervade the issues experienced in each of the models and thus, isseen as an approach that canbeaccommodatedineachofthelearningenvironments.Accordingly,itisdiscussedbelow. Some people blame teachers for the problems in todays elementary and high school.. Others blame school leaders.. Some blame parents. Still others blame students. However a close and thoughtful look may reveal that the lions share of blame belongs to the structure of the system, not the people. For an educational system to adequately prepare students to succeed in the world which they live, the system must reflect the reality of the societyinwhichitsoperating(Reigeluth,2013,p.5). Gamebasedlearning GameBased Learning is a new strategy aimed at drawing on the existing experiences of learners with game technology and ICT. Itisanemergingformoflearningthroughseriousplay that can be generalized for persons of all ages, cultures, genres and ethnical backgrounds (Simoes,Redondo,&Vilas,2012).Thisapproachthereforecaterstoalllearners.Thosewhoare dubbed digitalgame natives because they were conceived in this digitalage and thus have associated gaming and technology as part of their natural existence, as well as older persons who, though they have not been conceived in the digitalage, they are certainly a part of it. Researchers havenotedthatthesebabyboomers,generationxetchavegottencaught upinthe digital frenzy with tablets and smartphones, personal computers and game consoles and have

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taken advantage of the the enriching gaming experience through social games eg. Farmville, AngryBirds,WorldofWarcraft(Simoes,Redondo,&Vilas,2012). The gamification industry is growing and has pervaded all aspects of societyso much so that Pappas (2014) states that the implementation of gamification intothe educational systemisthe ultimate answer to the quest of dedicated learning professionals and educators to engage students in the learning process. Gamification is defined as the use of game thinking and mechanics in a nongame context to inspire employees and students to get engaged in the learning process (Pappas, 2014 Simoes, Redondo, & Vilas, 2012). This strategy utilizes gamemechanics, dynamics, and frameworks to promote desired behaviors (Lee & Hammer (2011). It is a type of gamebased learning that applies certain gaming elements suchasgame dynamics and mechanics but actual games are not used (Simoes, Redondo, & Vilas, 2012). Gamification is a combination of ICT and gaming strategies as opposed to using actual digital games in the learning environment. Social gamification which is an online,collaborative, social learning environment, will be used a major motivational and learning strategy in the MJAYS instructional model. The aim is to make learning fun, creative and novel, as well asto motivate student learning, involvement and engagement and to enhance teaching strategies toeffect the goalofinstruction.

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The following table 5 was extracted from the works of Simoes, Redondo, & Vilas, (2012) to
illustratetheelementsofagamificationstrategythataresimilartothoseinactualgames. GameElements GameMechanics Points Levels Trophies VirtualGoods Leaderboards VirtualGifts GameDynamics Reward Status Achievement Selfexpression Competition Atruism

Table5
Gamemechanicsandgamedynamics(adaptedfromBunchball(2010)andcitedby(Simoes,Redondo,&Vilas,2012)).

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The game mechanics, eg. Points, levels,badges,virtualgiftsarethemotivationalaspectsofthe game that speaks to the rewards, the achievements, and that encourages altruism and selfexpression(Simoes,Redondo,&Vilas,2012). The potential of using gamification in education was highlighted inthe Horizon 2013 Education Report The reportstatesthatgamificationcapturesthe minds ofstudentsbyprovidingthemwith digitally enhanced scenarios that challenge their understanding of new concepts. Combining traditional face to face learning with gamification modules will provide a framework that assists teachersintheMJAYsenvironmentto:

Create learning materialthatis designed to accommodatevaried levels ofstudent learning. Provide tasksthat offer varieddegreesof challengestothestudentinanattemptat masteryofinformationdisseminated. Set goals withobjectivesthatprogressfromeasyto difficultand providefeedback tobothstudentandteacher. Provideforreflectionofthelearningprocessbybothstudentandteacher. Provide students the opportunity to assume different identities and different roles allowingthemtoexplorevicariousexperiencesinacontrolledenvironment. Provide opportunitiesforstudents to competein a positiveenvironmenttopromote developmentofpositivecharacter/values Provideavenuesfortheteachertoadapttaskstomatchskillsofstudents. Increasetasksdifficultyasneeded. Allowfortaskstobebrokenintosimplertaskstoaccommodatelearning. Providedifferentroutestosuccess. Providerecognitionandrewardsystem 25

Model1:DickandCarey
The Dick and Carey Model, developed in 1990 by Walter DickandLouCarey,isasystematic and sequenced model that starts with identification of the instructional goals and ends with summative evaluation. The model consists of nine stages. Each stage is critical and can be used foranylevelofinstruction,suchasaclassroomlessonorcurriculumreshuffle.Thestages oftheDickandCareyModel,whichmakeitsuitabletoourmodelare: Stage1:IdentifyInstructionalGoals This stage assists in understanding the needs ofthelearnerandwhatthelearnerisexpectedto knowaftertheinstruction. Stage2:ConductInstructionalAnalysis Inthisstage,theskillsandknowledgerequiredbythelearnersaredetermined. Stage3:IdentifyEntryBehaviorsandLearnerCharacteristics Thepreviousknowledge,attitudestothetopicandpresentskillofthelearnersareidentifiedhere. Stage4:WritePerformanceObjectives Tospecifywhatthelearnerwillbeabletodoasaresultofreceivingtheinstruction. Stage5:DevelopCriterionReferencedTestItems Assessmentmatchingperformanceobjectivesarecreated. Stage6:DevelopInstructionalStrategy Thestrategiesneededtoachievetheobjectivesaredeveloped. Stage7:DevelopandSelectInstructionalMaterials The instructional materials to work with the strategies to accomplish the stated objectives are selected Stage8:DevelopandConductFormativeEvaluation Dataiscollectedonhowtoimprovetheinstructionprocess. Stage9:DevelopandConductSummativeEvaluation This stage involves revision of dataidentified in the formative evaluationandhowtoimprovethe process. TheDickandCareyModelSeeFigure1

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Model2:TheARCSModelforMotivationalDesign

For the learning processtobesuccessful,studentsmustbemotivatedtolearnandexcelin the instructionalprocess. TheARCS Modelof Motivational Designisemployedtoprovide learnerfocusedmotivationduetoitscomponentsof: Attention Relevance Confidence Satisfaction The ARCS Model for learningmotivation, as designed by John M. Keller can beviewed from two perspectives. On one level, it allows the instructor to incorporate certain motivational strategies into the lesson planning to capture and maintain the learners interest in the subject matter. This is facilitated through tried and tested strategies that generate involvement and interest such as discussion, roleplaying,games, collaboration orexperientialactivities. Theother perspectiveis seen at theinstructional design endwhere designersare guided intohow best toincludemotivationalstrategiesintotheirlessonplanning.Keller(1987)has identifiedthreestagesofmotivationalstrategydesign: Generation Theinstructor ordesigner identifies a set ofmotivationalinstructionalstrategies that can be included in the lesson plan to facilitate teaching goals. This is facilitatedby consultingwith peers, drawing upon personal experienceorby usingprintoronlineresources. Selection

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 At the selection stage, the set of instructional strategiesasgatheredfromthe generationstageareanalysedfortheirappropriateness.Theseare selected by aligning their effectiveness and purpose with the specific targeted students, the specific type of instruction to be delivered and the learning goals. Integration Theseeminglymost effectivestrategies as identified intheselectionphasearewritten

into the lesson plan. At implementation, they are evaluatedfor effectiveness. If necessary, theyareadjusted,replacedormodifiedtoassistwithachievingfuturelearninggoals. TheARCS modelis considered for inclusion into new instructionalmodel asithascertain features and components that are relevant to the combined learning environments. Students in two (2) of the learning environments aresaid to be from low socioeconomic backgrounds and may be able to benefit from the increased motivation to learn and succeed. According toKeller (1987), undermotivation iscorrelatedto low productivity and performance. The third school has a focus for building creative minds and according to Keller (1987), motivational design incorporates creative and analytical thinking into lesson plans. To this end, the teachers should adopt certain motivational instructional strategies and methods into their lesson plan to benefit the students in their specific teachingenvironment.ThesuccessinthismodelcanbegatheredwhenKellerfurthernoted that the factors thatpromote positiveresponse can be tried,adjusted andreadjusted until thedesiredeffectisachieved.

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The first and most critical step in motivational instructional design is in analysing the learners values,beliefsystemsandcharacteristics.According toKeller(1987)thismaybe achieved empirically with the use of questionnaires and surveys or interviews with the targeted students or informed persons. It may also be determined throughthedesigners personal experience in judgement and a best guess estimate. The teachers in our combined learning environments have had a number of years teaching within their individualschoolsettingsandintheeducationalprofession.Accordingly,theyhaveoutlined someoftheproblems intheirlearningenvironmentsbasedonsuchexperience.Applicationof
the motivational strategies will therefore be done based on best guess estimates and brainstorming.

Motivationallearning can be used everyday in the teaching environment. It may require commitment and patience butitsbenefitscan outweigh the extramilethat teachersmay haveto goto assist theirstudents.Additionally,theycanbeimplementedwithoutanygreat cost,ifany,totheschoolbudget. theARCSModelforMotivationalDesign.SeeFigure2 Cognitivism During the 1960s, when behaviourism failedto adequately explain how people attemptto organize the information they learn, a new school of thought was emerging. Learning psychologists could no longerignore the realization thatmentaleventsorcognitionwasan integral componentin the learning process.Ideasandassumptions ofcognitivismmaybe hinged on the early decades ofthetwentiethcentury.One of themost populartheoriesis

29

that of Jean Piaget of Switzerland which emphasizes the developmental stages in an individualscognitiveabilities. Robert Gagne was initially concerned about learning modeledby thebehaviourist theory. Later on, the information processing view of learning swayed his belief on how learning occurs. Gagne then outlined the following five variables that impact learning of different tasks: Information Intellectualskills Cognitivestrategies Motorskills Attitudes His research caused him to believe that the set of variables influencing the learning of tasks in one domain may not impact the learning of tasks in other domains. He also accentuated the cumulative nature of learning intellectual skills whereby the mastery of higherorderskillsaredirectlylinkedtothepriormasteryoflowerorderskillsorconcepts. Gagne placed significant emphasis on the need to sequence instructional events appropriately toensurethat successful learning results.Hemaintainsthatthe manipulation of these events coupled with the appropriate external learning conditions can serve as a stimulus to the alleged internal processes in short and long term memory resulting in learning. Later on, he also built upon the information processing model by taking into account conditions external to the learners to make possible the internal processing

30

information that are inherent in the learning process. The result being the creation of the nineeventsofinstruction: Gaining learners attention Throughthe useof games and/orcharactereducation, the learners interest will be captured and other instructional strategies can be hingedupontheirattention. InformlearnersofobjectivesUsingtheMJAYsmodel, thelearnerswillbeinformed of the instructional expectations are clearly communicated, allowing them the opportunitytotakeinitiativefortheirownlearning. Stimulate recall of prerequisites The instructional model affords students the privilege of making the necessary links between previousknowledge andthe new skillsandconceptsincharactereducation. Present stimulus for learning Through the use of gamification, students are providedwithastimuluswhichwillimpactinterestandsubsequentlylearning. ProvidepromptsandguidanceTheclassroominhis/hernewcapacityasfacilitator will provide prompts and guidance when theyarerequired.The newmodel makes theseallowances. Provide forpractice Using a variety ofgames, students haveampleopportunityto practicenewbehavioursuntiltheyhavemasteredthem. Provide feedback Clearly considered in the new model is the use of consistent andtimelyfeedback. Assesstheperformance Use ofnovelstrategiessuchas: tokeneconomyor point systemttomeasurethestudentslevelofaccomplishment Promote transferand retention Themodel,throughituseof interactivestrategies, learningandrecallwillbeenhanced A model designed based on Gagnes cognitive principleswill take into consideration the principles outlined above to result in the desired level of improvement at the work environment. These events are sequentially structured in order to outline the belief that

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eacheventplays an integral role intheinternal processingof informationfromthesensory stages through shortterm and longterm memory and finally during the retrieval process whennecessary.
GagnesNineEventsofInstruction.SeeFigure3 Constructivism

This learning theory was originated by theorists such as Vygotsky, Piaget, Dewey, Vico, Rorty and Bruner who were contributors to the school of thought. They surmised that the theoryallowedforthefollowing: Learningasexperience Activityanddialogicalprocess ProblemBasedLearning(PBL) Anchoredinstruction VygotskysZoneofProximalDevelopment(ZPD) CognitiveApprenticeship(scaffolding) InquiryandDiscoveryLearning. Constructivismisareactiontodidacticapproachessuchasbehaviorismandprogrammed instruction. It states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment. Learners continuously test these hypotheses through social negotiation. Each person has a different interpretation and

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construction of the knowledge process. The learner is not a blank slate (tabularasa) but bringspastexperiencesandculturalfactorstoasituation. In an attempt to develop moral and character educationasmentioned abovein thecase study, it has been postulated that behavioural management originates in the learners external environment. The infiltration of the individual external environments into the classroom environment does have resultant effects. Hence, Vygotskys Social Development Theory which creates a framework from which behaviour management/ charactereducationcanbeassessed.
SocialDevelopmentTheory(Vygotsky)

Social Development Theory argues that social interaction precedes development. Consciousness and cognition are the end product of socialization and social behavior. Every function in the childs cultural development appears twice: first,on thesocial level, andlater, on the individual level first,between people (interpsychological) andtheninside thechild(intrapsychological)(Vygotsky,1978).
SocialDevelopmentTheoryModel.SeeFigure4

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TheZoneofProximalDevelopment(ZPD) TheZPDis thedistancebetweenastudentsabilitytoperformataskunderadultguidance and/or withpeercollaborationand the studentsability tosolvetheproblemindependently. Vygotsky views interaction with peers as an effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where, less competentchildrenareassistedbytheirmoreskillfulpeers.Vygotskybelievedthatwhena studentisattheZPDforaparticulartask,providingtheappropriateassistance willgivethe student enoughof a "boost"to achieve the task. Theseprinciples shared by Vygotskyare suitable for inclusion in the MGOM as it assists teachers to use cooperative learning, a featureofMGOMintheinstructionalprocess. TheZoneofProximalDevelopment(ZPD).SeeFigure5

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Cooperative/CollaborativeLearning Theinvolvementoftheteamisintegralincooperativelearningandthelearnerhasanequal andrelevantparttoplayintheexecutionofatask.Thefollowingfeaturesexists: learnersactivelyparticipate teachersbecomelearnersattimes,andlearnerssometimesteach respectisgiventoeverymember projectsandquestionsinterestandchallengestudents diversityiscelebrated,andallcontributionsarevalued studentslearnskillsforresolvingconflictswhentheyarise membersdrawupontheirpastexperienceandknowledge goalsareclearlyidentifiedandusedasaguide researchtoolssuchasInternetaccessaremadeavailable studentsareinvestedintheirownlearning Please note that the features highlighted in blue were chosen as most suitable to the MGOMmodel. GuidedLearning Students discover knowledge without guidance, developing their own understanding (Goodyear et al. 1991, Shrager and Klahr 1986 )best defines this learning process. Learning is often a gradual process that happens through a series of shaping activities, which are not always instructor initiated. This is sometimes called tacit learning. The coaching process recognizes this, and so do many handson courses where we expect

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trainee skills will develop only over time and experience. According to Spencer (1999), keyfeaturesofguideddiscoverylearningare: A context and frame for student learning through the provision of learning outcomes Learners have responsibility for exploration of content necessary for understanding throughselfdirectedlearning. Studyguidesareusedtofacilitateandguideselfdirectedlearning Understandingisreinforcedthroughapplicationinproblemoriented,taskbased, andworkrelatedexperiences. With these features in mind, Guided Learning is a strategy that maintains the constructivist tenets of instruction. It adds to cooperative or collaborative methods and aidsintheimplementationofalessonbytheinstructor.

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TheNewInstructionalModelMJAYsGoalOrientedInstructionalModel(MGOM) Themodel iscalled MJAYs GoalOrientedModel (MGOM) as a combinednameselected and designed by theteam members. The name also highlights the purpose of themodel, which is to adopt a goaloriented approach to resolving the issues that hinder the achievement of learning goals as outlined in the summary of the individual work environments. In this regard, the model promotes a systematic approach at gaining successthrough the use of techniques, modelsandapproaches such asgamificationand constructivist,cognitivist,and motivationallearning. Italsopromotesextensivefeedbackto allstakeholdersaswellasevaluationsandassessmentsthroughouttheprocess. In thea view that the issuesidentifiedwithinthe school environment shouldbetheprimary focus for ensuring that students with a view that the learner is the central focus for instruction. SeeFigure6

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Analyzethelearnerneedsanddevelopmentalstage Howard Gardnertheorisedanexistingmultitudeof intelligences,quiteindependentofeach otherthateach intelligence has its own strengths and constraintsthat themindisfarfrom unencumbered at birth and that it is unexpectedly difficult to teach thingsthatgo against earlynaive theories ofthatchallengethenaturallinesofforcewithinanintelligenceandits matching domains (Gardner 1993: xxiii). In an effort to design instruction that lends to learning tolearn , theinstructor must initiate an analysis of thelearners needsthatwillbe met by the end of a lesson. In so doing, the varying levels of development will be also assessedto ensurethatduring the instruction process the learner will be activelyapartof theprocess. a) Select Resources to supportinstructionandlearningactivitiesLearningresources

should be used to aid, guide andchallenge the learner inany learning environment.After the learnerscompetencylevelsareanalysed, designed instruction shouldengagetheuse of suitable resources that will meet the learners competencies. The choiceof resources that the instructor makes should be well thought out to ensure that all participants feelat easewith theuseandareevenchallengedtomastertheuseandengineerotheradvanced uses to carry out the lesson planned successfully in the future. For example, 6 year olds learning Art atschool should beallowed the facilityto use asketch padthatpromotes the basics ofartisticcreation. When this resource ismastered,softwaresuchasAutocadand Paintapplicationswillbeengagedor evenexploredsincetheirbasicskillsofdrawinghave beendevelopedandmastered.

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1. Capture learners attention. According to ARCS Model capturing the learners attentioniscriticaltogettingyourstudentsinvolvedinthelearningexperience.Keller (1987) suggested perceptual arousal (eg. surprise novelty) inquiry arousal (eg. Question andAnswer)variabilityarousal (blended learning using a combinationof strategies). 1. Gamificationis thecentralmethodselectedtocapturelearnersattention.Its strategiesfacilitatethisprocessasanovel,excitingandengagingtechnique.
2. Additionally, the instructor can utilize face to face methods of motivating

andcapturing learners attention. He/shewill highlightgoals,aims,objectives and topic for upcoming lesson and encourage active participation through storytelling and discussion question or answers games or icebreaking activities. She/he may also draw upon the existing knowledge and experience of the
students throughquestion and answers about theupcomingtopicorlesson. For example:Doyouknowhowto.?Cananyonetellmewhat.means? 3. By way of further motivating the students, the instructor can direct student attention to the overall goal of the lesson and that is to achieve the skills and attitudes as well as knowledge building. Again this can be accomplished through question and answer: eg. Who thinks that they can accomplish thegoals that I have outlined? How are we going to accomplish our goals? Answer: By participatingbypracticingbydiscussingetc.

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1. BuildCognitionandEncourageSuccess. Theinstructorwilldrawupontheselectedstrategiesidentifiedattheplanningstage.The selections should aid in developing student thinking skills, enable practice, sequential learning where complex concepts are simplified with small steps and coaching and facilitation.He/she should movearound theclasstokeepstudentsengagedinthelearning process. At practice sessions he/she will offer guided practice, provide constructive feedback and use mistakes to clarify any misconceptions or to further simplify steps. Eventually, the guidedpracticeandcoachingwillbewithdrawntoallowstudentstodrawon their personal cognitive resources, peer support and shared learning to facilitate their problem solving and criticalthinkingprocesses. After the practice sessions,the instructor will promote further motivation by engagingclass discussions to allowthe students totalk about their experience and prompt them into identifying any new knowledge, skills or competencies learned during the activities. The instructor will also encourage a social environment where students applaud each other and offer constructive criticisms and complimentstoeachother.
1. Practice feedbackand Discuss PersonalSuccessInorderforlearners

to effectively master newconceptsand skills,feedback from theinstructoror other peers is necessary. This will serve as a guideline to the learners to chart their own understanding or even clarify any existing misconceptions prior to proceeding towards a new step. Through the use of regular and consistent feedback, the learners will proceed successfully through the variousstagesoflearninguntilsuccessisattained.
2. Integration Given the timeconstraintsthatcurrentlyexistswith regardtothe

completion of topics within ourcurriculum,the instructorwill finditbeneficial to link where necessaryrelatedaspectsof the newconceptsandskills.The time factor isnot the onlyconstraint in theteaching/learningscenariobutthe 40

learner will also benefit from integrating the content to be learnt as it becomeslessasaresultofthelinksmadeduringtheinstructionalprocess.
3. Reflection Glaserfield(1995)emphasizesthatthe needtopromotethinking

andacting shouldbe promoted intheinstructionalsituation.Aneffectiveway of attaining thisobjectiveis throughthe useof reflection. Reflectionis a key component in the instructional learning process which may not only benefit the learner but the instructor can also maximise the use of this strategy to gauge how well the learners understand new concepts and skills. Hence, reflection must be included intothe new model to assist intheattainmentof thegoalsoftheprogramme.

ConfidenceBuilding:
One important objective of educationis tofosterlearnerconfidence andconsequently build mastery of knowledge, abilities, skills and attitudes of content taught. Confidence provides the learner with the assurance that he/she can accomplish the tasks setbefore them. evidence suggest that the contribution of schools tostudent learning mostcertainly depends on the motivations and capacities of teachers and administrators, acting both individually and collectively to motivate and the confidence and by extension the self esteemofthelearners.Aconfidentlearnerisaneagerlearner.
1. Evaluation: Formative and Summative Assessment. Boggino (2009) states that

Evaluation is not just a testing technique used by teachers but is an essential strategy in the learning process to enable teachers to adopt the best teaching

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measures suited to the potential and knowledge of the student. Projects, tests assignmentsandportfoliosprovidecreativeapproachestoassessinglearners. 1. Feedback: ChickeringandGamson1987(ascited inThomas,2010)stressesthat knowing what you know and dont know focuses learning, so much so that giving frequent assessment and feedback on learners performance is crucial to their learning. Assessment assist educators to understand what their students comprehendedat a stipulated point intheteachinglearningprocessandbeableto provide feedback to the relevant stakeholders. Stakeholders include the children andtheirparents whowillbeencouraged to getinvolved inthelearningexperience of their children. Parents will receive comprehensive reports about their students progress and will be encouraged to support their childrensaccomplishments and use their errors as ways of identifying weak areas as areas for future focus. Educators and instructional designers will provide selfassessment activities to allow learners to gain insight into their understanding of the topics taught and so gaugetheirprogressthroughoutthelearningprocess.

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InstructionalStrategiesaffordedfromtheNewModel MGOM has designed a model that affords the learner the ability to gain knowledge differently. The shift from the conventional instructional strategies such as chalk and Talkinto blendedlearningstrategiessuchassimulationsand otherstrategiesaffordedby theconstructiviststrategies. ConstructivistModels Based on the philosophy that knowledge cannot be transferred from the teacher to the student but must be constructed by each individual.Connectionsmust be made between thestudent'sexistingconceptualnetworkandthenewmaterialtobelearned. EmergingStrategies AGO (Aims, Details

Goals, Edward de Bono's strategy to help students analyze the reasonsbehindactions. David Ausubel's guidelines for an abstract introduction. Designed to activate prior knowledge and help students becomemorereceptivetothelearningthatistofollow

Objectives) AdvanceOrganizer

ActItOut ActingOutaProblem ActionProjects A project where ideas learned through research

Students can act out mathematical, scientific, or social problemstoimprovetheircomprehension.

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are testedand applied ina realworldsituation. ActionProjects Aprojectwhere ideaslearnedthroughresearcharetested andappliedinarealworldsituation. C4Yourself Collaborative project strategy with four components: challenge,choice,collaboration,andcreation. AnchoredInstruction A form of constructivism where learning is tied to the students' real world "anchors" (such as social or work experiences). Analogies A thinking skill demonstrated by a studentwhenheorshe can give examples similar to, but not identical to a target example.Forexample,theInternetisanalogoustothepost office (because in both, multimedia information is deliveredtospecificaddresses). Games Games can take many forms, but in the classroom, any activity that involves a competition, social interaction,and some form ofprizeorawardwouldbeconsideredagame. Classroom game activities are typically not graded, and student participationisbasedonthedesiretocontributeto ateamortoindividuallyachievesomeprizeorrecognition.

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Usually games have "winners." Ideally,even the"losers"of thegameshouldfeelthattheexperiencewasenjoyable. Higher Order Thinking Higher order thinking is any thinking that goes beyond recall of basic facts. The two key reasons to improve higher order thinking skills are first, to enable students to apply facts to solve real world problems, and second, to improveretention of facts.Inadditiontothebasicmeaning of "higher orderthinking skills" HOTSis alsoused torefer to a specific program designed to teach higher order thinking skills through the use of computers and the SocraticMethodtoteachthinkingskills. Assessment Feedback FormativeAssessment&SummativeAssessment Anymeansby which a teacherinformsastudent aboutthe qualityorcorrectnessofthestudent'sproductsoractions. DiscrepancyAnalysis Overall Design Individual(Old)Model(s) MJAYS(Combined)Model

Skills(HOTS)

The models were designed on The new model was designed to individualworkenvironments. reflectmultipleworkenvironments.

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Suitability Theprevious modelswerecreated However, the new one was more to cater to the needs of each comprehensive in nature in that it individualworkenvironment. afforded a model that can be readily implemented into any work

environment with issues similar to thosehighlightedabove. Strategies were selected to suit More careful thought went into the

Choice of the needs of the learners in that selection of strategies which may be Strategies particularenvironment. employed problems. to eliminate is existing the

There

also

incorporation of more interactive strategies. Choice of Less effort was exerted in the Greater consideration of the models Learning Models selection of models to curb/correct selected to encompass the myriad of the learning issues at each learning problems outlined in the individualworkenvironment. Scale combinedworkenvironment.

Individual models werespecifically This model is specificallydesignedto designed to correct problems ina arrest the current spate of school single academicrelated violence spreading in our nations

environment and also training schools. withinthepublicsector.

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Skills and The model focuses to a lesser There is greater promotion of the Abilities extent on the development of development of higher order thinking

promoted higher order thinking skills and skills and abilities by the combined abilities. Conclusion The MJAYs goaloriented model for instruction is an effective model for incorporating learning intothefourworkplaces.Thestrategy allowsforthelearners,whetheradultorchild to go into a new learning environment and be motivated to perform their tasks in an interesting and engaging manner. The strategy helps to reduce the fear of failing, as mistakes are welcomed and used as constructive informationalapproaches to assist the learnerto understandingthelearningtasks.Inaddition,thechoseninstructorisexpectedto be knowledgeable in their field and therefore helps to motivate the learning by providing accurate information and effective strategies for the creation of a positive learning environment. model.

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Appendix

Figure:1DickandCareyInstructionalModel

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 Figure:2ARCSMotivationalModel 49

 Figure:3GagnesNineEventsofInstruction 50

Figure:4VygotskysSocialLearningTheoryModel 51

 Figure:5ZoneofProximalDevelopment

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 MJAYsGoalOrientedModel:Figure6

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 Figure7:ExamplesoftokenstobeusedinGamification

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 Figure8:ExamplesoftokenstobeusedinGamification 55

ReflectionsJazelleJones For me,thiswas anextremely challenging andcomprehensive assignment.On more than one occasions, many obstacles presented themselves in my path. The Google doc software was chosen for the members of MJAYs Instructional Design Innovators to collaboratively engage to complete the variouscomponents of thefinal project. Obstacles such as: the internet and other challenges presented themselves in my path towards the completion ofthe project. The internet problems wasthemajorofthetwoaforementioned challenges as on countless occasions, communication with my group members became distorted,interruptedorevenimpossible. The second of which was my exploration of the use of computer software such as MindManagerandMicrosoft powerpoint justto mention two withwhich Iinitiallystruggled. When I presumed that I was creeping one step closer towards attaining success, I soon realized that the mapping created could not be copied and pasted to the Google document.Becomingsomewhatdauntedby myfailedefforts,Itookabreakfromthisand laterIreturnedtothetask. Later on Iexplored further,the optionspresentedontheGoogle documentand tomyutter surprise, Iwas compelled toconstruct manually all theshapes neededto create thevisual form of Gagnes nine events of instruction which I planned to include in our presentation. Finally,asmallmeasureof successwasrealizedandIproceededtowardsexecutingmuch neededeffortstomynexttask. Mention was initially made of the challenging and complex nature of the assignment. Although this was thecaseand Isecretlylamentedoverthe nightswhen Iremainedonline with the members of my group deliberating on my aspects of the group project and powerpoint presentation, the assignment grew on me. Upon reflection, the assignment was quiteinterestingandfulfillingandIcanhardlywaittoexplorefurthertheimplementation of a model which can at least be included into my work environment since at we are

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currently in dire need of an effective, comprehensive model and any other form of assistancetotransformourschoolfromalowachievingtoahighachievingone. ReflectionLauraTaylor This assignment has allowed me to focus on the important aspects of designing an instructional model. A model is expected to chart the path for instruction by either identifying the means of achieving instruction or describing the process. Its design is rigorous and not entirely a simple process as it calls for a review of the task areas, knowledge or research about the different strategies, models and theories as well as knowledge about the learners for which it is being designed. It is ideal to choose approaches that are grounded in research and have been proven valid and reliable in achieving specific learning outcomes so as to design a model that has an increased potential for success and effectiveness at implementation and delivery. These different facets are necessary for the application of theoretical understandingsto a more practical situationwithaviewforimplementation. The MJAYs team has identified several strategies, principles and models that have contributed to the design of the MJAYs GoalOriented model.The strategieschosen can prove effective in the implementation of the model and in achieving desired learning outcomes. Failing a successful implementation and evaluation, instructors should be sufficientlyknowledgeable,flexibleand capable ofmodifying their selected strategies and approaches for a subsequent implementation and evaluation in anotherprogramme. This pointcamethrough to me, after my MJAYsteamdidouronlinepresentation.Basedonthe feedback received from peers and instructors, and feedback given to the other presenters/teams, we adjusted our approach to the model, researched our topic a bit deeper and reviewed our description of the model. The feedback has also directed my focus and assisted me in streamlining my viewpointsand approach towards the goalsof thisproject.

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In keeping withthe view thatmodels should be generalizable acrosssimilarsituations the new model aids inthe resolution ofproblems encounteredacrosstheschoolenvironments andthe adulttraining environment.The teamwas able toapply the strategieslearnedand used in the individual environments to create a single model aimed at resolving the problems encounteredin both typesof environments. We have also included gamification and character learning which are two new elements of learning for me and which Ifound wereinformativeandseeminglyappropriatefordealingwiththetwoenvironments. My reflection of the learning process extends to the group work. It is my experience that working in groups is hardly ever easy. Each member has his/her own personality, viewpoints, strategies, learning and working styles as well as prior knowledge around a topic or subject area. Mostly, each member wants to make a significant impact and contributionto the project.This canbring about a wealthofinformationaswell asawealth of innovation toaproject. We hadmanyideas, suggestionsandviewpointssomeofwhich we were not ableto includein the project buthave nonethelessproveninformativefor me as we discussed their potential and possible inclusion. Thekeyis tolisten, be honest in communication and try to find the bestpossible wayof tackling theprojectand aimingfor success. Good timemanagementandinterpersonalaswellasintrapersonalskillsarealso criticalfactorsinachievingthegoalsofanygroupproject. In everything I do, whether academic or workplacebased, there is always a learning experience for me. My experience with this project is that it afforded the opportunity to interact and learnfromothers,to learnaboutnew thingsand todevelopnew skillsaswell as refining and enhancing those that I already had. I have certainly gained allofthisand more from working with the MJAYs team as well as from the entire group during the presentationphaseofthisassignment. To this end, the assignment was a success for me. I hope that is pays off during the assessmentphaseofthisproject 58

MeganneMcNeilHarry ReflectionoftheProcessofDesigningaCombinedInstructionalModel This section of MJAYs Instructional Model is designed to reflect on the process of Designing the Combined Instructional Model, MGOM. The GroupProject wascreated to connect the strategies, theories,modelsandmethodsthathavebeentaughtthroughoutthe course. It actsasan avenueforevidenceto bevisible oftheapplication oftheknowledge gained with the use of the design strategies that have been explored such as mapping tools, templates and soon. It is my view thatthe project took several steps toachievethe final MGOM model that has been designed. These steps have been outlined and discussedbelow. Theprocessof collaborationamongteammembersbeganmanyweeksago.The purpose and objectives of the Group Project were itemised and roles were allocated among the team members. (Jane Pierre, Jazelle Jones, Laura Taylor and Meganne Mc NeilHarry). The task listed was drawn up anddistributedvia emailto all membersof the Team.The tasktableincludedtentativedatesforsubmissionofeachpartoftheproject. After several team meetings via Skypeand throughcourseemails,the project started to take form. The entire team brainstormed to create and discuss the various components within the potential model. One team member then initiated the design of the model. Several amendmentswere made tothe modelwith respecttoshape,colours,details,etc. Finally,afterthe GrouppresentationandthesuggestionsbytheCoordinatorandfacilitator, wethenmadeouradjustmentandcompletedtheinstructionalmodel(MJAYs). 59

JanesReflectiononthedesignprocess Experience is not what happens to a man it is what a man does with what happensto him.AldousHuxley,Texts&Pretexts:AnAnthologyWithCommentaries I believe that we learn by practice. Whether it means to learn to dance by practicing dancing or tolearn toliveby practicingliving,the principlesarethesame.Ineach,itisthe performanceof a dedicated precise set ofacts, physical orintellectual,fromwhichcomes shape of achievement, a sense of one's being, a satisfaction of spirit. One becomes, in some area,an athlete ofGod. Practice means toperform, over andoveragainintheface of all obstacles, some act of vision, of faith,of desire. Practiceis a means ofinviting the perfectiondesired. MarthaGraham Theabove quotes say much ofwhat Iwanted tosay aboutthislearning journey,sincethis was the most difficult assignment I have attempted throughout this course. Since as a groupwe had many questions, namelywhere tobegin, howshouldthe workenvironments be brought as one and what should guide our development of a model to suite the new workenvironment? Webeganbyreadingtheassignment,schedulinggroupmeetingsandassigningtasksand time schedule to each member. These tasks were expected to be integrated and discussedateachscheduledgroupmeeting. The group meetings were well attended each scheduled time however thefact that there wereother assignments andweeklydiscussions due from the sister courseofEDID6501 at the same time limited our meetings at time but team members were able to draw on workbeingdoneforthatcoursetoassistwiththedevelopmentofthemodelin6503. The development of the model presented the most challenge since attimeswe were not alwayssure ofwhatto includeorhowmuchtoinclude.Inthelongrunwedecidedthatsince conflictresolution,lowstudent attendance and low moraleseemtobeprevalentatthreeof thefourenvironmentswewillresearchonthesetopics,designmodelsandtheoriesthatwill beinfluentialindesigningamodeltoeffectthesebehaviours. Theprojectcompletionprocesswaslongandattimestediousbutthelessonslearnt 60

werenumerous.Such: The importance of Instructional design to the success of the learning process and that projectmanagementisimportanttotheinstructionaldesign.

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 Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes.Cambridge,MA:HarvardUniversityPress. LearningTheories.com knowledge base and webliography. (2014, April 15). RetrievedfromConstructivism:http://www.learningtheories.com/constructivism.html Mind Tools. (2014). Mind Tools. Retrieved April 15, 2014, from Gagne's Nine LevelsofLearning:http://www.mindtools.com/pages/article/gagne.html Magnusson S. J., Palincsar A.S. (1995) The Learning Environment as a Site of Science Education Reform: Theory and Practice pp.34(1), 4350 Retrieved from mennta.hi.is/starfsfolk/solunb/cognitiv.htm Keller, J.M.(1987, November/December).The SystematicProcessofMotivational Design.Performance&Instruction,17. Boggino, N. (2009). Evaluation as a strategy for teaching. Evaluating processes and results. ssifo / educational sciences journal no. 9 may/aug 09 issn 16466500 GlaserfieldV.E.(1995)RadicalConstructivismLondon:Falmer Hannum W. (2005) Robert Gagnes Theory Retrieved from http://www.theoryfundamentals.com/gagne.htm Althof, W., & Berkowitz, M. (2006). Moral educationand character education:their relationship and roles in citizenship education. Journalof Moral Education Volume 35,Issue 4, 2006.Special Issue:The Moral Roots of Citizenship and Citizenship Education.10.1080/03057240601012204 Berkowitz, W., Marvin, & Bier, M. (2005). What Works In Character Education:A researchdrivenguideforeducators.UniversityofMissouriSt.Louis.

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