Editing Instructional design (section)

===Other===
Other useful instructional design models include: the Smith/Ragan Model,<ref>Smith, P. L. & Ragan, T. J. (2004). Instructional design (3rd Ed.). Danvers, MA: John Wiley & Sons.</ref> the Morrison/Ross/Kemp Model<ref>Morrison, G. R., Ross, S. M., & Kemp, J. E. (2001). Designing effective instruction, 3rd ed. New York: John Wiley.</ref> and the OAR Model of instructional design in higher education,<ref>Joeckel, G., Jeon, T., Gardner, J. (2010). Instructional Challenges In Higher Education: Online Courses Delivered Through A Learning Management System By Subject Matter Experts. In Song, H. (Ed.) Distance Learning Technology, Current Instruction, and the Future of Education: Applications of Today, Practices of Tomorrow. ([http://www.fact.usu.edu/files/uploads/Chapter_Final.pdf link to article] {{webarchive|url=https://web.archive.org/web/20120503015755/http://www.fact.usu.edu/files/uploads/Chapter_Final.pdf |date=2012-05-03 }})</ref> as well as, Wiggins' theory of [[Understanding by Design#Backward design|backward design]].

Learning theories also play an important role in the design of instructional materials. Theories such as [[behaviorism]], [[constructivism (learning theory)|constructivism]], [[Social learning theory|social learning]], and [[cognitivism (psychology)|cognitivism]] help shape and define the outcome of instructional materials.

====Motivational design====
[[Motivation]] is defined as an internal drive that activates behavior and gives it direction. The term motivation theory is concerned with the process that describes why and how human behavior is activated and directed.
Motivation concepts include [[intrinsic motivation]] and [[extrinsic motivation]].

[[John M. Keller]]<ref>{{cite web|last=Keller|first=John|title=arcsmodel.com|url=http://www.arcsmodel.com/home.htm|publisher=John M. Keller|access-date=April 1, 2012|url-status=dead|archive-url=https://web.archive.org/web/20120530000410/http://www.arcsmodel.com/home.htm|archive-date=May 30, 2012}}</ref> 
has devoted his career to researching and understanding motivation in instructional systems. These decades of work constitute a major contribution to the instructional design field. First, by applying motivation theories systematically to design theory. Second, in developing a unique problem-solving process he calls the [[ARCS model]].

Although Keller's ARCS model currently dominates instructional design with respect to learner motivation, in 2006 Hardré and Miller<ref>{{cite journal|last=Hardré|first=Patricia|author2=Miller, Raymond B.|title=Toward a current, comprehensive, integrative, and flexible model of motivation for instructional design|journal=Performance Improvement Quarterly|year=2006|volume=19|issue=3}}</ref> proposed a need for a new design model that includes current research in human motivation, a comprehensive treatment of motivation, integrates various fields of psychology and provides designers the flexibility to be applied to a myriad of situations.

Hardré<ref name="Hardré 2009">{{cite journal|last=Hardré|first=Patricia|title=The motivating opportunities model for Performance SUCCESS: Design, Development, and Instructional Implications|journal=Performance Improvement Quarterly|year=2009|volume=22|issue=1|pages=5–26|doi=10.1002/piq.20043}}</ref> proposes an alternate model for designers called the Motivating Opportunities Model or MOM. Hardré's model incorporates cognitive, needs, and affective theories as well as social elements of learning to address learner motivation. MOM has seven key components spelling the acronym 'SUCCESS' – Situational, Utilization, Competence, Content, Emotional, Social, and Systemic.<ref name="Hardré 2009"/>