Emotional design of instruction.

Autor/in	Astleitner, Hermann
Titel	Emotional design of instruction.
Quelle	Aus: Astleitner, Hermann (Hrsg.): School development. Focusing on emotional factors and general skills. Frankfurt, Main u.a.: Lang (2005) S. 11-28Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	0-8204-7338-3; 3-631-52865-5
Schlagwörter	Emotion; Emotionale Erziehung; Lehrer; Schüler; Unterricht; Unterrichtsmethode; Unterrichtsklima; Konzeption; Lehrer; Schüler; Unterrichtsgestaltung; Unterrichtsklima; Unterrichtsmethode; Unterricht; Konzeption
Abstract	This paper presents an aspect of systematic instructional design, which has received relatively little attention so far: Strategies for making instruction more emotionally sound. Within the presented framework of Emotional Design of Instruction (EDI) a set of prescriptive propositions is obtained from a review of concepts, theories, and empirical findings in the field of research on emotion. Five major dimensions of instructional relevant emotions are identified: Fear rising from judging a situation as threatening, envy resulting from the desire to get or not to lose something, anger coming from being hindered to reach a goal, sympathy as an experience in relation to other people who are in the need of help, and pleasure based on mastering a situation with deep devotion. The author describes twenty instructional strategies that can be used to decrease negative feelings (fear, envy, and anger) and to increase positive feelings (sympathy and pleasure) during instruction. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/1