The first published account of the theorizing that was involved in the development of John M. Keller’s ARCS model is contained in a 1979 publication entitled Motivation and Instructional Design: A Theoretical Perspective. At that early stage, Keller explains his working definition, “motivation is generally defined as that which accounts for the arousal, direction, and sustenance of behavior” (Keller, 1979, p. 29). The emergence of Keller’s model was heavily influenced by a research into a variety of underlying motivational constructs. The theoretical alignment of the original ARCS model is covered more in-depth in the theoretical alignment section. The ARCS model has an official website. This textbook explores the ARCS model.

This course is an introduction to the design and development of instruction using educational media and technology. It involves development of teaching and learning materials using digital technologies, contemporary applications of computers and other electronic systems to instruction. Because this is a preservice education course, the main focus is on effective integration of educational technology and instructional design. This is a semester-long course that is taught face-to-face and aims not only to model excellence in teaching with technology but also to provide a safe environment within which preservice teachers work in teams to facilitate active and engaged peer learning that reflects best practices in technology integration, instructional design, content presentation, instructional strategies, standards-based assessment, and lesson reflection. You will experience true student-centered learning in this class with your instructor modelling the role of facilitator.

The Center for Strengthening the Teaching Profession  – Teacher Tech Project provides information, resources and learning opportunities for teachers to develop their knowledge, skills and understanding of Learning Management Systems and instructional design for distance learning. 

Many folks are using this crisis moment as an opportunity to consider what we are doing in our classrooms. Our face-to-face courses have imposed a variety of structures on us (e.g., credit hours) that have shaped our teaching. But, moving towards the fall, we’d like to prompt you to think about it more in terms of the actual time spent doing the work. Think through the work you think is fair for your students to do, think about how much work you can reasonably do – and design accordingly. How much work is too much (or too little) work for my students? How much work is too much work for my TAs or for me? How do I design an online course? This book will help guide your thinking about how best to design your course so it works for everyone, and offers meaningful opportunities for engagement. If you are completely new to teaching online, consider starting with our previous book 12 Key Ideas: An Introduction to Teaching Online.

This slide deck on Learning Management Systems by the Washington Association of Educational Service Districts is intended to be customized and presented by district personnel to families and caregivers. Materials are available for districts to use with families in nine languages for each of the following learning management systems (LMS): Canvas, Google Classroom, Microsoft Teams, Schoology, and Seesaw.

The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. The article looks at the myths and realities of digital learning management systems in Africa