Robert Mills Gagn é (1916- 2002)

1. Robert Mills Gagné (1916- 2002) • Scholar • Teacher • Mentor

2. Career Highlights • High School in North Andover, MA • 1937: A.B. in psychology, Yale University • 1940: Ph.D. in psychology, Brown University • 1940: Faculty, Connecticut College for Women • 1941 – 45: U.S. Army – research in aviation psychology, perceptual abilities, and human engineering • 1945 – 49: Penn State and Connecticut College – research in transfer of training in multi-discrimination motor tasks

3. Career Highlights • 1949 – 1958: U.S. Air Force – director of research related to military training • 1958 – 1962: Professor, Princeton University – developed theory of learning hierarchies • 1958 – 1961: Consultant to U.S. Dept. of Defense • 1962 – 1965: Director of Research, American Institutes for Research • 1964 – 1966: Consultant to U.S. Dept. of Education • 1966 – 1969: Professor, U.C. Berkeley • 1969 – 1986: Florida State University

4. Major Contributions: Theory • Created a unified theory of instruction * • Studied learning in real life situations • Bridged the paradigm shift between behavioral and cognitive learning psychology * • Influenced a generation of research and theory-building (e.g., David Merrill, Charlie Reigeluth) • Published 148 works (at least)

5. Major Contributions: Practice • Profoundly influenced instructional design for K-12 education, military, and business/industry • Led major curriculum development projects • AAAS: Science – A Process Approach • University of MD: Mathematics Project • Founded and designed the instructional systems graduate program at Florida State University • Engineered the ISD Model (Systems Approach) *

6. Instructional Design Models Five “Families”: Behavioral Cognitive (Information Processing) Cognitive (Discovery) Humanistic Social

7. Behavioral Models • Reinforce it!

8. Behavioral Models • Attend only to behavior (observable) • Specify behavior to be learned • Analyze final behavior into smaller components • Provide repeated practice and feedback • Use shaping techniques as needed • Provide reinforcement for correct responses

9. Cognitive Models(Information Processing) • Pour it in!

10. Cognitive Models(Information Processing) • Attend to internal learning processes as well as behavior • Compare learning to computer information processing (e.g., storage, retrieval) • Provide external support for each stage of internal processing: attention, expectancy, recall of related content, organization of content, storage, practice and feedback, retrieval, retention, transfer

11. ISD Features • Training is geared to specific needs. • Learning outcomes are specifiedin advance. • Solution is engineered, using research-based principles of learning and instruction. • Learning outcomes are measured. • Revisions are based on data.

12. ISD “ADDIE” Steps and Outputs (Medsker Version) Analyze Design Develop Implement Evaluate • Performance Requirements • Training Requirements • Learning Maps • Objectives • Exercises & Tests • Strategies • Media Choices • Design Document • Draft Courseware • Formative Evaluation Results • Revised Courseware • Trained People • Training Results • Performance Results

13. Who Uses ISD? • U.S. Military Services • U.S. Federal Agencies • Large Businesses • Training and Consulting Firms

14. Systematically Designed Instruction • Valid Meets a real need • Reliably Effective Consistently achieves objectives • Efficient Minimizes training time and cost • Documented Facilitates maintenance

15. Gagné’s Theory of Instruction • Learning outcomes may be classified by types or domains, which cross subject matter disciplines. • Learning outcomes may be analyzed into component and prerequisite skills, which may be “mapped” to define optimal learning sequences. • Every complete act of learning involves predictable internal processes that may be supported by specific external instructional events. • Different learning outcomes require different conditions.

16. Gagné’s Taxonomy: Verbal Information • Knowing “what” or “that” • Being able to recite, state, tell, describe, or explain • Learning for recall • Challenge is aiding retention A.K.A. “Declarative Knowledge”

17. Gagné’s Taxonomy: Intellectual Skills • Knowing “how” • Being able to classify, diagnose, solve, design, create… • Learning for transfer • Challenge is enhancing transfer A.K.A. “Procedural Knowledge”

18. Gagné’s Taxonomy: Attitudes • Personal action choices based on beliefs, feelings, values • Choosing a course of action • Three parts: belief, feeling, tendency to act • Challenge is changing an established attitude

19. Gagné’s Taxonomy: Motor Skills • Performing a physical activity with smoothness and timing • Combines mental routines and physical skills • Challenge is improving accuracy, consistency, and/or speed

20. Gagné’s Taxonomy: Cognitive Strategies • Managing one’s own thinking and learning • May be simple or complex • Often used in combination with other types of learning • Challenge is how to build and transfer A.K.A. “Strategic Knowledge”

21. Theory of Instruction • Learning outcomes may be classified by types or domains, which cross subject matter disciplines. • Learning outcomes may be analyzed into component and prerequisite skills, which may be “mapped” to define optimal learning sequences. • Every complete act of learning involves predictable internal processes that may be supported by specific external instructional events. • Different learning outcomes require different conditions.

22. Instructional Analysis • Breakdown of a Task into its Learned Components Procedural Hierarchical Do  Analyze Teach  Teach Analyze Design Develop Implement Evaluate

23. Instructional Analysis • Breakdown of a Task into its Learned Components Combination Procedural Hierarchical Analyze Design Develop Implement Evaluate

24. Intellectual Skills Learning Hierarchy Higher-OrderRule “Generate” Solution Rule Rule “Demonstrate”Application of Rules Concept Concept “Classify” Concept

25. Instructional Analysis Benefits • Complete Instruction • Lean, Efficient Instruction • Sequencing Guide • Formative Evaluation Guide

26. Theory of Instruction • Learning outcomes may be classified by types or domains, which cross subject matter disciplines. • Learning outcomes may be analyzed into component and prerequisite skills, which may be “mapped” to define optimal learning sequences. • Every complete act of learning involves predictable internal processes that may be supported by specific external instructional events. • Different learning outcomes require different conditions.

27. Lesson Design

28. Handcuffing Video The Nine Events of Instruction Click the video screen to start the movie.

29. Theory of Instruction • Learning outcomes may be classified by types or domains, which cross subject matter disciplines. • Learning outcomes may be analyzed into component and prerequisite skills, which may be “mapped” to define optimal learning sequences. • Every complete act of learning involves predictable internal processes that may be supported by specific external instructional events. • Different learning outcomes require different conditions.