Engaging the user 1

Prepared for: Instructional Design Team

Prepared by:Charlotte Penny & Stevie Geddes

So, how do you engage your learners?

Two of our favourite models that we use to engage our learners are:

THE THREE M’SCCAF

THE THREE M’S

Motivational Meaningful

Memorable

MAre you creating experiences that enable people to achieve real goals, or recover from failure, with just the right amount of coaching and support…?

OTIVATIONAL

Consequence:

If users are not motivated to apply their learning, to rehearse and keep it alive, it will fade. The learning might as well not have happened.

MAre you creating experiences where users are doing things that matter in real life..?

EANINGFUL

Consequence:

If users don’t understand what they’re being taught, it will not improve their performance nor add to their skill sets.

MAre you creating experiences that will stay in people’s memories when faced with the same or similar challenges in real life? Is it memorable..?

EMORABLE

Consequence:

If users can’t remember what they learnt, they might as well never have learnt it. Forgotten principles or procedures won’t help to improve performance?

What have you done recently to make your learning

Motivational, Meaningful and Memorable?

M M M

What can you tell us about this model?

CCAF

Put the learning into Context.- This is the key to orienting and focusing the mind

Challenge the user.- Challenges waken and fully energise their concentration

Engage them with an Activity.- Giving them an activity will allow practice for real-life situations

Provide formative Feedback.- Feedback causes the learner to think, see consequences and evaluate.

CCAF

[ ENGAGING THE USER]

Put the learning into context…

Context is the foundation, the critical base. Information is useless unless the learner can think of some way to associate it with other information around the topic. Associations reinforce memory, the more realistic, the easier it is for learners to transfer their learning to real-life performance.


Challenge the user…

Challenges take on relevance when they build on the context. They help learners to visualise situations and the way they would respond. Challenges should work together with context, in order to make it clear to the learner why they should care about the outcome.


Engage them with an activity…

Activities need to have some resemblance to the physical performance, otherwise they’re not providing any practice for the learner. Requiring the learner to do exactly what they would do when faced with the real situation makes for good learning activities. They are not there to catch the learner out.