Situating Self-Learning Video Materials within the Paradigm of the ARCS Model: A Hands-on Experience
<p id="p1">The ARCS Model of learner motivation looks into the various parameters that foster learning. In this paper, I strive to show how a proper implementation of this model and its various pedagogical ramifications can be profitably applied while shooting video SLMs or self-learning materials f...
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| Formato: | Capítulo de libro |
| Lenguaje: | inglés |
| Publicado: |
IntechOpen
2023
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| Materias: | |
| Acceso en línea: | https://www.intechopen.com/chapters/1136166 |
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| Sumario: | <p id="p1">The ARCS Model of learner motivation looks into the various parameters that foster learning. In this paper, I strive to show how a proper implementation of this model and its various pedagogical ramifications can be profitably applied while shooting video SLMs or self-learning materials for ODL/OL learners. I argue that the strategies inherent in the making of video self-learning materials can be embedded within the conceptual grid of the said model. This is based on a real, hands-on experience while shooting videos for an English undergraduate course for ODL/OL learners. Any topic for the learners had three videos—a trailer that was a quick introduction to the subject matter, a slightly longer video that enumerated the sub-topics within the topic, and the main video that explained the subject matter in greater detail, with the inclusion of power point. It was increasingly felt that such a tri-partite division would foster greater learner participation and involvement instead of a single, long video that is likely to disrupt learner participation in this teaching-learning paradigm. Thus, the ARCS Model’s applicability is extended to the realm of video SLMs that are likely to result in the percolation of the target subject matter deep within the learners.</p> |
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| ISBN: | 978-1-83769-523-2 |
| DOI: | 10.5772/intechopen.1001845 |