Transcript Gagne_s_Theory - Instructional Design & delivery / 2010 +

Robert Gagne
Instructional Design Theories
QIM 501
Instructional Design and Delivery
Disediakan Oleh:
Nor Salasiah Binti Mat Rashid
S-QM0020/10
Pensyarah:
Dr Balakrishnan Muniandy
1
Robert Gagne’s Background
• Born in 1916 in North Andover,
Massachusetts
• Doctorate-level psychologist, professor,
learning theorist/researcher, and author.
• Received Bachelors of Arts and earned his
doctoral from Brown University
• 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)
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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 skill
Wrote nine books and over two
dozen articles, including the
widely-known The Conditions of
Learning, and Principles of
Instructional Design (coauthored)
(Dick, 2003; Robert Mills , 2006)
• Well known for theory of conditional learning
• Consist of 3 distinct component :
Taxonomy of learning outcomes - learning
domain
Specific learning condition - Hierarchy of
Learning
9 instructional events
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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)
 change in human disposition or capability that persists over a period
of time and is not simply ascribable to processes of growth (1985,
p.2)
(Driscoll, 2000; Theory into Practice, 1994-2009)
(Smith & Ragan; Instructional Design, 2004)
Principles Behind Gagne’s Theory
• Different instruction is required for different
learning outcomes.
• Events of learning operate on the learner in
ways that constitute the conditions of learning.
• The specific operations that constitute
instructional events are different for each
different type of learning outcome.
• Learning hierarchies define what intellectual
skills are to be learned and a sequence of
instruction.
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Scope/Application:
Gagne's theoretical framework covers all aspects of
learning, the focus of the theory is on intellectual
skills. The theory has been applied to the design of
instruction in all domains
(Gagner & Driscoll, 1988).
In its original formulation (Gagne, 1962), special
attention was given to military training settings.
Gagne (1987) addresses the role of instructional
technology in learning.
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Gagne’s Theory of Instruction is made up of three
components
A Taxonomy of
Learning Outcomes
Nine Events of
Instruction
Conditions
of
Learning
1.
2.
Cognitive Domain:
Cognitive strategies,
Intellectual skills,
Verbal information
Psychomotor
Domain:
Motor Skills
3.
4.
5.
Affective
Domain:
Attitudes
(Driscoll, 2000)
6.
7.
8.
9.
Gaining attention
Informing learners of
objectives
Stimulating recall of prior
learning
Presenting the stimulus
Providing learning
guidance
Eliciting performance
Providing feedback
Assessing performance
Enhancing retention and
transfer
A Taxonomy of Learning Outcomes
VERBAL INFORMATION
INTELLECTUAL SKILLS
PSYCHOMOTOR SKILLS
ATTITUDE
COGNITIVE STRATEGIES
Stating information
Using concepts and rules to solve problems;
responding to classes of stimuli as distinct
from recalling specific examples
Executing bodily movements smoothly and
in proper sequence
Choosing to behave in a particular way
Originating novel solutions to problems;
utilizing various means for controlling one’s
thinking / learning process
Conditions of Learning
Different sets of conditions must be established
and/or provided for the various types of outcomes to occur
Conditions
of Learning
Internal
Conditions
Acquisition and storage of prior
capabilities that the learner has acquired
that are either essential to or supportive
of subsequent learning
External
Conditions
Various ways that instructional events
outside the learner function to activate &
support the internal process of learning
Conditions
of Learning
Internal
Conditions
External
Conditions
For intellectual skills to be learned:
- certain previously learned
prerequisites be recalled
For a motor skill to be learned:
- learner be able to practice the
skill and receive immediate feedback
on the correctness of the performance
For attitude to be learned :
- recall a respected model
exhibiting the attitude
For attitude to be learned :
- a model respected by the learner
must be provided
Gagne’s Nine Events for Instructional Design
•Gaining attention
•Informing learners of the objectives
•Stimulating recall of prior learning
•Presenting the stimulus
•Providing learning guidance
•Eliciting performance
•Providing feedback
•Assessing performance
•Enhancing retention and transfer
Gagne’s Nine Events of Instruction
Gagne’s Nine Events of Instruction
Gagne’s Nine Events of Instruction
Gagne’s Nine Events of Instruction
Gagne’s Nine Events of Instruction
Gagne’s Nine Events of Instruction
Conclusion
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 ).
References
Patricia L. Smith & Tillman J. Ragan (2004). Instructional Design.Oklahoma :John Wiley & Sons, Inc
Driscoll, M. (1991). Psychology of learning for instruction. Retrieved January 28, 2009 from http://myecoach.com/idtimeline/theory/gagne.html
Dick, W. (2003). The legacy of Robert Gagne. Educational Technology, Research and Development, 51 (2), 77.
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.
Conditions of Learning (R. Gagne) Retrieved July 28, 2010 from http://tip.psychology.org/gagne.html
Kruse, K. (n.d.) Gagne’s nine events of instruction: an introduction. Retrieved January 21, 2009 from http://www.elearningguru.com /articles/art3_3.htm
Robert Mills Gagne Biography (2006). Retrieved January 27, 2009, from http://www.bookrags.com/biography/robertmills-gagne/