Creating an intrinsic-motivation-driven course design method

Geoffrey L. Herman, Kathryn Trenshaw, David E. Goldberg, Jonathan Stolk, Mark Somerville

Research output: Chapter in Book/Report/Conference proceedingConference contribution


The low-cost intrinsic motivation (IM) course conversion project is an effort to create a new system of course design that focuses on creating scalable and sustainable courses that emphasize promoting students' IM to learn. Unlike many course design methods such as idea-based learning, project- or problem-driven learning, or "flipped" classrooms, which first ask, "How do we help students learn X better," we ask "how do we foster intrinsically-motivated learners who want to learn X?" While this course design method still uses theories of cognition to design course structures, it uses motivational constructs such as purpose, autonomy, relatedness, and competence as the primary design considerations of a course. Secondarily, the course design method considers and documents the financial, time, political, and psychological costs of course design. In this paper, we present a preliminary attempt to formalize this IM-driven course design method as well as a system for evaluating the short- and long-term costs of implementing a specific course design.

Original languageEnglish (US)
Title of host publication2013 Frontiers in Education Conference
Subtitle of host publicationEnergizing the Future, FIE 2013 - Proceedings
Number of pages7
StatePublished - 2013
Event43rd IEEE Annual Frontiers in Education Conference, FIE 2013 - Oklahoma City, OK, United States
Duration: Oct 23 2013Oct 26 2013

Publication series

NameProceedings - Frontiers in Education Conference, FIE
ISSN (Print)1539-4565


Other43rd IEEE Annual Frontiers in Education Conference, FIE 2013
Country/TerritoryUnited States
CityOklahoma City, OK


  • Course design
  • Engagement
  • Intrinsic motivation
  • Learning theory

ASJC Scopus subject areas

  • Software
  • Education
  • Computer Science Applications


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