Instructional Design

ROBERT GAGNE

Presented by Dawn Jeffries, Liberty Joy and Ann Yates

The Man Behind the Theory

1916 to 2002, AmericanDoctorate-level psychologist, professor,

learning theorist/researcher, and author Focused on the “…practical application of

learning theory to real world skills” in order to provide instruction for specific tasks and outcomes (Dick, 2003, p. 77)

(Dick, 2003; Robert Mills , 2006)

(Robert Mills, 2006)

Academic And

Author

Was very interested in public education and school learning and continued to develop his instructional theory using simple arithmetic as the research skillWrote nine books and over

two dozen articles, including the widely-known The Conditions of Learning, and Principles of Instructional Design (co-authored)

(Dick, 2003; Robert Mills , 2006)

Instructional Learning: The Concept and Definition Behind

Gagne’s Theory

Instructional Learning: The Concept and Definition Behind

Gagne’s Theory The concept:

1. A task analysis is done for the specific skill to be learned; this analysis details each component of the skill

2. The components can then be assembled to create a plan for instruction, which Gagne called a “learning hierarchy”

3. Therefore, a teacher creating an instructional plan would identify the skill to be learned as a specific behavior, then ask and answer the question "What would you have to know how to do in order to perform this task, after being given only a set of instructions"  

A definition An instructional theory which seeks to describe the

conditions under which one can intentionally arrange for the learning of specific performance outcomes (Driscoll, 2000)

 

(Driscoll, 2000; Theory into Practice, 1994-2009)

Gagne’s Theory of Instruction is made up of

three components

A Taxonomy of Learning Outcomes

Conditions of

Learning

Nine Events of Instruction

1. Gaining attention2. Informing learners of

objectives3. Stimulating recall of

prior learning4. Presenting the

stimulus5. Providing learning

guidance6. Eliciting performance7. Providing feedback8. Assessing

performance9. Enhancing retention

and transfer

Cognitive Domain:Cognitive strategies,Intellectual skills,Verbal information

Affective Domain:Attitudes

Psychomotor Domain:Motor Skills

(Driscoll, 2000)

Taxonomy of Learning

(“Gagne’s five learned,” n.d.)

Five major categories of

learning outcomes

Five major categories of

learning outcomes

Cognitive DomainCognitive strategies: opportunities

allowing practice for problem solving Demonstrate or describe the strategyAllow for a variety of situations to

practiceImpart informative feedback toward

originality or creativity of the strategy or outcome

(Driscoll, 1991)

Cognitive Domain continuedIntellectual skills: identified in sequence of

hierarchy allowing prerequisites to be completed enhancing learning at each level:Direct attention of learner to distinctive

features (Recognize stimulus)Reside within working memory limits (present

new skills in increments)Inspire recall of skills learned previously Provide verbal cues for organizing component

skill combinationsProvide for spaced review and practicesAllow for a variety of milieu to promote transfer

(Driscoll, 1991)

Cognitive Domain ContinuedVerbal Information: an example may

consist of building a large vocabularyPromote attention to distinctive features

by variations in speech or printProvide information to be presented in

chunksProvide a context full of meaning for

effective information encodingProvide effective recall cues and

information generalization(Driscoll, 1991)

Affective DomainAttitudes: the learner is exposed to

persuasive arguments or reliable role modelsEstablish success expectancy associated with

attitude desiredPromote student identification with a human

model one admiresArrange for demonstration or communication of

choice for personal actionProvide feedback of successful performance; or

allow surveillance of feedback of the human model

(Driscoll, 1991)

Psychomotor Domain

Motor skills: executing performancesProvide verbal or added guidance to cue the

exclusive subroutineAllow for repeated practicesProvide feedback immediately regarding

performance accuracyEncourage the use of practicing mentally

(imagining their presentation or performance)

(Driscoll, 1991)

Conditions of LearningLearning goals need to be categorized according

to the type of outcome they represent (from the taxonomy). Careful consideration needs to be given to what end result is desired.

Therefore, the conditions of learning go along with the type of outcome desired:

Verbal informationIntellectual skills

Cognitive strategiesAttitudes

Motor skillsDescribed by Gagne as the building blocks for

instruction

(Driscoll, 2000)

The Nine Events of Instruction

The Nine Events of Instruction

Gagne proposed a series of nine

events that facilitate the activation

of the internal learning process.

(Gagne, et.al., 1991)

ELEMENTARY GEOMETRYSquare vs. Cube

What is this? Square or Cube?

Lesson ObjectiveAfter this lesson you will be

able to correctly identify and distinguish between a

square and a cube

Fourth Grade

Math

CUBEA cube is a three-dimensional figure

having six matching square sides squares (Retrieved January 27, 2009 from http://www.associatedcontent.com)

(http://www.gifandgif.eu/animated_gif/Geometric_Figures/index.php)

SQUAREA square is part of a cube. It is a one-

dimensional polygon with four equal sides and four equal ninety degree angles (Retrieved January 27, 2009 from http://www.mathopenref.com)

From left to right:Square, Cube, Tesseract.

http://en.wikipedia.org/wiki/Dimension

How to draw the shapes

http://en.wikipedia.org/wiki/Dimension

Check your knowledgeCheck your knowledge

A. Square B. Cube

A. Square B. Cube

CUBE SQUARE

Gagne’s Nine Steps for Instructional Design

Gagne’s Nine Steps for Instructional Design

STEP 1 Gain Attention To ensure the learners are ready to learn

and participate in activities, it's critical to present a stimulus to gain their attention

Arouse learner with noveltyPose questions to learnerIn e-learning it is vital toengage students andensure their attention iscaptured.

STEP 3 Recall Prior Knowledge

Remembering fourth grade geometryBringing long-term memory knowledge to

forefront to encourage present short-term memory

In e-learning existing knowledge must be acknowledged and incorporated into the new learning situation.

STEP 2 Inform Learner of Objective In order to motivate the learners to

participate actively in the lesson, it is important to relate instructional goals to the learner.

Explain purposePresent goalsEncourage learner to set individual goalsIn e-learning objectives mustbe clear and upfront.Visible agenda.

STEP 4Presents information about the new stimulus

Defines square Defines cubeDefines difference between square and

cubeE-learning and the internet give

students easy and wide access to more information as needed about the stimulus or about skills related to the stimulus

STEP 5 Provide learning guidance

Models for the learner the new stimulusImages of square and cubeE-learning is excellent forum for

modeling or demonstrating the stimulus, using images, audio, animation, or video

STEP 6 Elicit performance

Students are asked to choose between a cube and a square

Given three opportunities to show what they have learned

E-learning tools allow for creative testing and lots of practice. Assessment is important.

STEP 7 Provide Feedback

Assessing and reinforcing the correct performance

In e-learning providing feedback is at times a challenge, but remains a critical….. Need info

Well done!!

STEP 8 Assess Performance

Retrieval of the content and reinforcement as a final evaluation

In e-learning…..need info

STEP 9 Enhancing retention and transfer

Retrieval and simplification of the learned skill

In e-learning …. Need info

Gagné's ID is based on different types of learning outcome needing different learning activities and therefore different instructional conditions.

Developing instruction involves analyzing requirements, selecting media and designing the instructional events (Killpatrick, L., 2001 ).

Concluding Thoughts

ReferencesCritchlow, R. (n.d.) Robert Gagne’s nine events of instruction. Retrieved January 27, 2009, from

hungary.usembassy.gov /uploads/images/94KMTTRtqw2d0Ii-AmOyeA/ gagnes_nine_events_of_instruction.ppt

Dick, W. (2003). The legacy of Robert Gagne. Educational Technology, Research and Development, 51 (2), 77.

Driscoll, M. (1991). Psychology of learning for instruction. Retrieved January 28, 2009 from http://my-ecoach.com/idtimeline/theory/gagne.html

Driscoll, M. (2000). Psychology of learning for instruction. New York: Allyn & Bacon.

Gagne, R. M. (1965). The conditions of learning. New York: Holt, Rinehart & Winston.

Gagne, R. M., (1985). The conditions of learning and theory of instruction. Retrieved January 28, 2009 from http://www.csulb.edu/~dkumrow/conference/learning_theory.html

Gagne. R. M., Briggs L. J., & Wager W. W. (1992). Principles of instructional design. New York: Holt, Rinehart & Winston.

Gagne’s five learned capabilities. (n.d.) Retrieved January 22, 2009 from http://classweb.gmu.edu/ndabbagh/Resources/Resources2/gagnetax.htm

Killpatrick, L. (2001). Gagne's nine events of instruction. Encyclopedia of Educational Technology. Retrieved January 30, 2009, from http://coe.sdsu.edu/eet/ Articles/gagnesevents/index.htm

Kruse, K. (n.d.) Gagne’s nine events of instruction: an introduction. Retrieved January 21, 2009 from http://www.e-learningguru.com /articles/art3_3.htm

Robert Mills Gagne Biography (2006). Retrieved January 27, 2009, from http://www.bookrags.com/biography/robert-mills-gagne/

Theory Into Practice database (1994-2009). Conditions of learning (R. Gagne). Retrieved January 27, 2009 from http://tip.psychology.org/gagne-html.

Now it’s your turn: Draw a plane on the whiteboard.Draw a solid shape on the whiteboard.

Now it’s your turn: Draw a plane on the whiteboard.Draw a solid shape on the whiteboard.