The document provides guidance on engaging learners through instructional design models. It discusses the "Three M's" model of creating learning experiences that are Motivational, Meaningful, and Memorable. It also outlines the CCAF model, which stands for Context, Challenge, Activity, and Feedback. For each element of the CCAF model, it provides details on how to implement that element to effectively engage learners. The key aspects are putting learning in context, challenging learners, engaging them with activities resembling real-life situations, and providing formative feedback to reinforce learning.

1. Prepared for:
Instructional Design Team
Prepared by:
Charlotte Penny & Stevie Geddes

2. So, how do you engage your
learners?

3. Two of our favourite models that we use to
engage our learners are:
THE THREE M’S
CCAF

4. THE THREE M’S
Motivational Meaningful
Memorable

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

6. EANINGFUL
Are you creating experiences where users are doing things that
matter in real life..?
Consequence:
If users don’t understand what they’re being taught, it will not improve their
performance nor add to their skill sets.

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

8. What have you done recently to
make your learning
and ?

9. What can you tell us about this model?

10. 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.

11. [ 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.

12. [ ENGAGING THE USER]
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.

13. [ ENGAGING THE USER]
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.