Part One: Initial Considerations Chapter 1: Motivation in Organizations Mitchell, Terence R., and Daniels, Denise. Observation and Commentary on Recent Research in Work Motivation. Chapter 2: Conceptual Approaches to Motivation at Work Ryan, Richard M., and Deci, Edward L. 2000. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1): 68-78. Mowday, Richard, and Colwell, Kenneth A. Employee reactions to unfair outcomes in the workplace: The contributions of Adams' equity theory to understanding work motivation. Cropanzano, Russell, and Rupp, Deborah. An overview of organizational justice: Implications for work motivation. Komaki, Judith. Reinforcement theory at work: Enhancing and explaining what employees do. Locke, Edwin A. 1996. Motivation through conscious goal setting. Applied and Preventive Psychology, 5: 117-124. Stajkovic, Alexander D., and Luthans, Fred. Social cognitive theory and self-efficacy: Implications for motivation theory and practice. Part Two: Central Issues in Motivation at Work Chapter 3: The Role of Cognitions, Beliefs, and Attitudes in Motivation Staw, Barry M. 1986. Organizational psychology and the pursuit of the happy/productive worker. California Management Review, 28(4): 40-53. Rousseau, Denise M., and Tijoriwala, Snehal A. 1999. What's a good reason to change? Motivated reasoning and social accounts in promoting organizational change. Journal of Applied Psychology, 84(4): 514-528. Luthans, Fred. Positive Organizational Behavior: Implications for Leadership and HR Development and Motivation. Chapter 4: The Role of Goals and Intentions in Motivation Klein, Howard J., Wesson, Michael J., Hollenbeck, John R., and Alge, Bradley J. 1999. Goal commitment and the goal-setting process: Conceptual clarification and empirical synthesis. Journal of Applied Psychology, 6: 885-896. O'Leary-Kelly, Anne M., Martocchio, Joseph J., and Frink, Dwight D. 1994. A review of the influence of group goals on group performance. Academy of Management Journal, 37(5): 1285-1301. Crown, Deborah F., and Rosse, Joseph G. 1995. Yours, mine, and ours: Facilitating group productivity through the integration of individual and group goals. Organizational Behavior and Human Decision Processes, 64(2): 138-150. Chapter 5: The Role of Affect in Motivation Raghunathan, Rajagopal, and Pham, Michel T. 1999. All negative moods are not equal: Motivational influences of anxiety and sadness on decision-making. Organizational Behavior and Human Decision Processes, 79(1): 56-77. Venkatesh, Viswanath, and Speier, Cheri. 1999. Computer technology training in the workplace: A longitudinal investigation of the effect of mood. Organizational Behavior and Human Decision Processes, 79(1): 1-28. Chapter 6: The Role of Social Influences in Motivation Porter, Lyman W., Lawler, Edward E. III, and Hackman, J. Richard. 1975. Ways groups influence individual effectiveness. (Holdover from previous edition) Vardi, Yoav and Wiener, Yoash. 1996. Misbehavior in organizations: A motivational framework. Organization Science, 7(2): 151-165. Whyte, Glen. 1998. Recasting Janis's groupthink model: The key role of collective efficacy in decision fiascoes. Organizational Behavior and Human Decision Processes, 73(2/3): 185-209. Chapter 7: The Role of Cross-Cultural Influences in Work Motivation Hofstede, G. 1993. Cultural constraints in management theories. Academy of Management Executive, 7(1): 81-94. Sanchez-Runde, Carlos J., and Steers, Richard M. Cultural influences on work motivation and performance. Frese, Michael, Kring, Wolfgang, Soos, Andrea, Zempel, Jeannette. 1996. Personal initiative at work: Differences between east and west Germany. Academy of Management Journal, 39(1): 37-63. Meek, Christopher B. 1999. Ganbatte: Understanding the Japanese employee. Business Horizons, January-February, 27-36. Chapter 8: The Role of Individual Differences in Motivation O'Reilly, Charles A. III and Chatman, Jennifer A. 1994. Working smarter and harder: A longitudinal study of managerial success. Administrative Science Quarterly, 39: 603-627. Pilegge, Anthony J. and Holtz, Rolf. 1997. The effects of social identity on the self-set goals and task performance of high and low self-esteem individuals. Organizational Behavior and Human Decision Processes, 70(1): 17-26. Part Three: Applications of Motivational Approaches Chapter 9: Rewards Lawler, Edward L. 1987. The design of effective reward systems. In J. W. Lorsch (ed.), Handbook of Organizational Behavior. Englewood Cliffs, NJ: Prentice Hall, pp, 25-271. Kerr, Steven. 1995. On the folly of rewarding A, while hoping for B. Academy of Management Executive, 9(1): 7-14. Pearce, Jone L. 1987. Why merit pay doesn't work: Implications from organizational theory. In D. B. Balkin and L. R. Gomez-Mejia (eds.), New Perspectives on Compensation, pp. 169-178. Pfeffer, Jeffrey. 1998. Six dangerous myths about pay. Harvard Business Review, May-June, 109-119. Duncan, W. Jack. 2001. Stock ownership and work motivation. Organizational Dynamics, 30(1): 1-11. Chapter 10: Punishment George, Jennifer M. 1995. Asymmetrical effects of rewards and punishments: the case of social loafing. Journal of Occupational and Organizational Psychology, 68: 327-338. Butterfield, Kenneth D., Trevino, Linda K., and Ball, Gail A. 1996. Punishment from the manager's perspective: A grounded investigation and inductive model. Academy of Management Journal, 39(6): 1479-1512. Chapter 11: Motivating Creativity aand Innovation Amabile, Teresa. 1997. Motivating creativity in organizations: On doing what you love and loving what you do. California Management Review, 40(1): 39-58. Cummings, Anne and Oldham, Greg R. 1997. Enhancing creativity: Managing work contexts for the high potential employee. California Management Review, 40(1): 22-38.

Motivatiom and work behaviour

The epistemic assumptions of constructive learning are different from those of traditional instruction, so classical methods of needs and task analysis are inappropriate for designing constructivist learning environments (CLEs). This paper argues that activity theory provides an appropriate framework for analyzing needs, tasks, and outcomes for designing CLEs. Activity theory is a socio-cultural, socio-historical lens through which designers can analyze human activity systems. It focuses on the interaction of human activity and consciousness within its relevant environmental context. Since conscious learning emerges from activity (performance), not as a precursor to it, CLEs should attempt to replicate the activity structures, tools and sign systems, socio-cultural rules, and community expectations that performers must accommodate while acting on some object of learning. After explicating assumptions of activity theory and briefly describing the components of CLEs, this paper describes a process for using activity theory as a framework for describing the components of an activity system that can be modeled in CLEs.

Activity Theory as a Framework for Designing Constructivist Learning Environments

The Invisibility of Departments Historical Background - From Realm to Realms The Departmental Plan The New Organisation of the High School Subject Divisions Specialist Divisions The Study Context and Design of the Study The Schools Oak Valley High School Rancho High School Highlander High School Boundaries and Barriers Boundary Strengths Breaking Barriers at Rancho Drawing Boundaries - Communication Cliques Social Worlds Looking for Community The Individuals Involved Departments as Social Worlds Different Kinds of Community Power and Politics Norms of Silence and Political Language Privileged Position of Academic Subjects Relative Privilege Among Academic Subejcts Micro-politics Inside Departments How the Subject Matters Subject Cultures Subject Differences Social Studies English Math Science Underlining Differences Departmental Differences implications for Policy.

In Defense of the Realm: The Departmentalization of School Knowledge@@@Realms of Knowledge: Academic Departments in Secondary Schools

7. Designing Curriculum, Instruction, Assessment, and Instruction Cycle | Computer Organization and Architecture Contract claims in construction Designing BuildingsModels of curriculum SlideShare8 Basic Principles Of Designing Multimedia Educational Designing Effective Professional DevelopmentMeasurement, Grades 4 to 6 eWorkshopApplying learning theories and instructional design models Eberly Center Teaching Excellence & Educational Innovation Learning Styles as a Myth | Poorvu Center for Teaching and Massachusetts Model System for Educator EvaluationDesigning Effective Online Courses: 10 Considerations Designing An Online Course : The Center for Teaching and Candidates edTPAEffective and Differentiated Instruction in MathematicsThe Components of Direct InstructionBest Practices for Designing Effective Rubrics Teach OnlineEffective and Efficient Teaching Explicit InstructionThe Framework for Teaching | The Danielson GroupTop 7 Instructional Design Models to Create Effective Layout and Text Designing Effective Posters LibGuides Instruction Pipeline javatpointEffective Instruction Overview Wing InstitutePre-AP Courses – Pre-AP | College BoardBasics of case report form designing in clinical researchSession Detail escWorks .NETCamtasia in Education | TechSmithWeb Designing Company Bangalore, Web Design ZinavoLog in | LINCS Community | Adult Education and Literacy Print Materials for Effective Instruction | chen loyolaLanguage Objectives: The Key to Effective Content Area Exploring Computer Science – A K-12/university partnership CaliforniaTeaching Performance ExpectationsDesigning our new company brand: MetaHome [www.grahnforlang.com]A Self-Directed Guide to Designing Courses for Significant Evidence-Based Instruction and Teacher Induction(PDF) Thematic Approach for Effective Communication in 3 Using Insights About Learning to Inform Teaching Poster Templates Designing Effective Posters LibGuides Designing Effective Step-By-Step Assembly Instructions

Designing effective instruction

This chapter provides a framework for product quality consisting of the following three criteria: validity, practicality and effectiveness, and provides insight into the applicability of the framework in various domains of educational product development.

Prototyping to Reach Product Quality

Context is a pervasive and potent force in any learning event. Yet instructional design models contain little guidance about how to accommodate contextual elements to improve learning and transfer. This paper defines context, outlines its levels and types, specifies some pertinent contextual factors within these types, suggests methods for conducting a contextual analysis and utilizing its results for instructional design, and outlines future issues for context-based instructional design. The incorporation of a contextual approach to instruction will make our design models systemic as well as systematic.

The Role of Context in Learning and Instructional Design

Instructional design, as it is traditionally conceptualized, is being challenged on several fronts, through surveys of design practice, cross-disciplinary studies of design practice, and practical criticism focusing on issues of design models' flexibility and efficiency. Collectively these challenges raise questions about the viability of the instructional design enterprise. This paper reviews these challenges and attempts to respond by offering alternative approaches to instructional design.

Context‐Sensitive Instructional Design Models: A Response to Design Research, Studies, and Criticism

Traditional formative evaluation methods and tools have a documented history of successful use. Expert, one-to-one, small group, and field-test methods have been used for decades. However, changes in design practice, technology, and lately, in theory, have resulted in alternative evaluation methods that are not as well-known in current design literature. These methods can be used to complement or replace traditional evaluation methods in a formative evaluation project. Some of these alternative methods use different groupings of experts or learners, while others use different evaluation questions or technologies. This article explains each of these formative evaluation alternatives and outlines their advantages, disadvantages, and applicable contexts.

Formative Evaluation Alternatives.

Instructional development (ID) models are intended to serve as guides to successful ID practice There is increasing evidence, however, that most practicing instructional designers do not strictly adhere to the prescriptions found in typical ID models Rather, ID practice seems to be characterized by selective use of the design activities contained in the models This study examined the relationship between the inclusion of various ID activities and the perceived success of ID projects Based on face-to-face and telephone interviews with 40 practicing designers involved in 77 ID projects, it appears that designers' perceptions of project success are a function of neither how many ID activities (derived from typical ID models) are completed, nor how thoroughly the activities are completed

ID Activities and Project Success: Perceptions of Practitioners.

Multimedia exploration programs have different purposes than task-oriented computer-based training (CBT) programs. The multimedia learning process may be more important than its learning product, with the student accessing a rich base of information and symbol systems in a more idiosyncratic manner. The amount and structure of information in an exploratory environment also differs from task- or objectives-based programs. These process and structure differences necessitate special types of task analysis approaches. When meeting with the subject-matter expert, the instructional designer may find it helpful to use scenarios and knowledge mapping tools, and to employ variable consultation strategies. This article outlines some tools and tactics to facilitate the knowledge elicitation process in multimedia design by facilitating communication between the designer and subject matter expert (SME).

Martin Tessmer

Papers

The Role of Context in Learning and Instructional Design

Context‐Sensitive Instructional Design Models: A Response to Design Research, Studies, and Criticism

Formative Evaluation Alternatives.

ID Activities and Project Success: Perceptions of Practitioners.

Meeting with the SME To Design Multimedia Exploration Systems