- The F(ear)E(nvy)A(nger)S(ympathy)P(leasure)-approach for designing positive feeling instruction postulates that the instructional designer has to analyze emotional problems before and during instruction (Astleitner, 2000: 175).
- See also:
2 The FEASP model
According to Astleitner (2000: 175):
Accordingly, Fear, envy, and anger should be reduced during instruction, sympathy and pleasure should be increased.
This table associates all instructional strategies of the FEASP-approach with examples in traditional and technology-based instruction.
|Instructional strategies||Examples from traditional instruction||Examples from instructional technology based instruction|
|F1 Ensure success in learning||Use well-proven motivational and cognitive instructional strategies||Cognitive learning design|
|F2 Accept mistakes as opportunities for learning||Let student talk about their failures, their expectations, the reasons for errors, etc.||Q&A, success statistics|
|F3 Induce relaxation||Apply muscle relaxation, visual imagery, autogenics, or meditation||Trainings via media players|
| F4 Be critical, but sustain a positive
|Train students in critical thinking, but also point out the beauty of things||Cognitive tools (semantic networking)|
|E1 Encourage comparison with autobiographical and criterion reference points instead of social standards||Show students their individual learning history||Student progress tracking, using target lists|
|E2 Install consistent and transparent evaluating and grading||Inform students in detail about guidelines for grading||Programmed fact-based evaluation and feedback|
|E3 Inspire a sense of authenticity and openness||Install "personal information boards" telling others who you are||Personal homepages|
|E4 Avoid unequal distributed privileges among students||Grant all students or no student access to private matters||Rule-based granting of privileges|
|A1 Stimulate the control of anger||Show students how to reduce anger through counting backward||Anger buttons|
|A2 Show multiple views of things||Demonstrate how one problem can be solved through different operations||Linked information|
| A3 Let anger be expressed in a
|Do not accept escaping when interpersonal problem solving is necessary||Anger-help option|
|A4 Do not show and accept any form of violence||Avoid threatening gestures||Non-violent action: motivational design|
|S1 Intensify relationships||Get students to know other students friends and families||Synchronous and asynchronous communication tools|
|S2 Install sensitive interactions||Reduce students` sulking and increase their directly asking for help||On-/offline trainings for empathic communication|
|S3 Establish cooperative learning structures||Use group investigations for cooperation||Collaborative learning tools|
|S4 Implement peer helping programs||Let students adopt children in need||Social networks within the world-wide-web|
|P1 Enhance well-being||Illustrate students a probabilistic view of the future||User-friendly interface design|
|P2 Establish open learning opportunities||Use self-instructional learning materials||Virtual classrooms|
|P3 Use humor||Produce funny comics with students||Story/comic/cartoon production systems|
|P4 Install play-like activities||Use simulation-based instructional games||Instructional computer games|
Note that the FEASP approach is not a closed theory, but an open research program telling people what to do in order to improve any kind of instruction in respect to emotional issues.
- Astleitner, Hermann, Designing Emotionally Sound Instruction (2000): The FEASP-Approach, Instructional Science 28 (3): 169-198, May 2000 [ http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1023/A:1003893915778]
- Astleitner, Hermann, Designing Emotionally Sound Instruction: The FEASP-Approach, (open online version, published in: Instructional Science, 2000, Vol. 28, No. 3, pp. 169-198 
- Astleitner, Hermann and Detlev Leutner (2000), Designing Instructional Technology from an Emotional Perspective, RTE, Volume 32, Number 4, Summer 2000.
- J. Keller, Motivational Design of Instruction, in C. Reigeluth (ed.), Instructional Design Theories and Models, Erlbaum, Hillsdale, New Jersey, pp. 383-434, 1983.