This document provides an overview of the topics and assignments for Week 2 of the course EDU120 Principles of Instructional Design. Students are to read chapters 6 and 7, participate in discussions on the 6 Stages of Change and the 3 M's, and take a weekly quiz. They will also complete an assignment on the importance of instructional design. The learning outcomes are to match the 6 Stages of Change to different learning contexts and understand how change is a process. The document further explains the Stages of Change, instructional contexts, the 3 M's of learning (meaningful, memorable, motivational), and notes for the week 3 assignment.

1. EDU120 Principles of
Instructional Design
Stephanie Parlee, MAT, MSCE

2. Week Overview
 Reading
◦ Chapter 6
◦ Chapter 7
 Discussion
◦ 6 Stages of Change
 Discussion
◦ 3 M’s
 Week 3 Quiz
 Assignment
◦ Importance of Instructional Design

3. Week 2 Learning Outcomes

4. Matching the Stages of Change
with Learning Contexts
6 Stages of Change
Pre-
contemplation
Stage
Contemplation Stage
Preparation Action
Maintenance Termination
Learning
Contexts as a
means of
Change
Pre-Instruction
Instruction
Performance

5. Change as a process
We often need to see
progress to stay motivated.
Regardless of the behavior
we are changing, the skill we
are learning, how can we
stay motivated when
progress is not occurring?
What about when we
experience set backs? What
do you do when you get a
grade that is less than you
would like? How can you
help your students in this
situation?

6. Instructional Contexts
• Including the learner in this phase will help to
motivate and invest the learner.
• Contemplation – prepare to change
Pre-Instruction
• Builds on readiness to change
• Fits better with the needs of the adult learner to
connect learning and daily activities
Instruction
• Practice early and often to transfer skills and
knowledge
• Build transfer aids to help the learner establish
the new skills / habits
Performance

7. The 3 M’s of learning bring the
about the most important M –
Measurable Results.
M1:
Meaningful
M2:
Memorable
M3:
Motivational
M4:
Measurable
Results

8. Meaningful Learning Experiences
How do we create?
Is the learner
invested in learning
outcomes personally?
Build on current
knowledge and skills

9. Memorable Learning Experiences
What role can the
learner play in
engaging the material?
Will the activities
involved create an
impact?
Content, imagery and
sustained practice

10. Motivational Learning Experiences
Learning requires the
time, energy and
effort of the learner.
Motivation to learn
Motivation to put the
skill / knowledge to
work

11. Measurable Results
The most
important M
Improve
Performance
Measure that
success

12. Week 3 Assignment Notes
Rubric
•Week 2 Assignment Rubric
•Content – 8.5 points – Make sure each required elements is addressed and addressed in detail.
Review the requirements for each line items on the rubric.
•Mechanics and Writing – 1.5 points – Review each of the 6 specific criteria used to assess
mechanics and writing.
Content
•Explains how the six stages of change can apply to learning.
•Examines the importance of instructional design as it relates to behavioral change.
•Describes instructional design strategies for encouraging this change.
Mechanics
•Content Development & Creative Thinking: Solving Problems
•Control of Syntax and Mechanics & Page Requirement
•APA Formatting & Resource Requirement

13. Rory Sutherland – TED Talk
As I pondered the role of behavioral change and learning this
week, I considered both the way that we build habits and the
way that we motivate others to build new habits. I found
this wonderful TED Talk – Rory Sutherland: Sweat the Small
Stuff.
Rory Sutherland looks at our reaction to being pushed into a
behavior. He explains our reaction to subtle suggestions and
our reaction to more forceful big dollar pushes. How does
this apply in our instructional design work? How can we help
to motivate our students to want to learn?
Enjoy – and have a great week!
Stephanie