Gagne and Reconsideration of Learning Theories

1. Gagne and Reconsideration of Learning Theories EDU 553 – Principles ofInstructional Design Dr. Steve Broskoske

2. Outline • What can we learn from Behaviorism and Constructivism? • Gagne’s Model realized in CBT. • Remote activities and next week.

3. Reconsideration ofLearning Theories

4. Behaviorism • How do people learn? • Learn by doing, and through reinforcement. • What are learners like? • Learners are passive and reactive. • What is knowledge? • Knowledge consists of stimulus-response bonds. • What is education? • Teaching consists of carefully arranging stimuli, set up for inducing proper responses, and reinforcement. During learning, minimize the effect of distracting stimuli and eliminate competing stimuli. • Educational strategies? • Teach in small steps/blocks of instruction, use drill and practice. Pavlov’s dog

5. Constructivism • How do people learn? • Learn by constructing your own knowledge (schema). • What are learners like? • Learners are active and play an important role in learning process. • What is knowledge? • Knowledge consists of individual schemata constructed by individuals. • What is education? • Teaching consists of helping students to recall what they already know about a topic, providing new information to students, and they construct (add/remove/reconnect nodes) in their individual schema. [retrieval—reconstruction—restorage] • Educational strategies? • Concept formation, problem solving, decision making, lifelong learning.

6. Behaviorism Learning deals with changes in overt behavior. Tie response to stimulus. Constructivism Learning entails construction (and reshaping) of mental schemata. Emphasize teaching how to think. Focus on concept formation, problem solving, decision making, lifelong learning. Behaviorism vs. Constructivism Use knowledge of both Constructivism and Behaviorism in planning, teaching, and assessment.

7. Taking Behaviorisminto the Classroom • State objectives of the instruction as learner behaviors. (Learning is inferred from student behavior.) • Use cues to guide students to the desired behavior. (Behavior is determined by the stimuli that precede it.) • Select consequences that will reinforce the desired behavior, and have them immediately follow behavior. (Whether a behavior will be repeated depends on the consequences that follow it.) • Teach in small steps/blocks of instruction. • Use drill and practice to teach skills that require instantaneous recognition of signals or require extreme proficiency (prerequisite info.).

8. Taking Constructivisminto the Classroom • Begin instruction by helping students recall prerequisite knowledge. • Use thoughtful discussion. • Ask open-ended questions, listen to ideas, and provide alternative proposition. • Use metaphors to build bridges to new knowledge. • Use graphic organizers. • Show how new material fits in with previously presented material.

9. Bloom’s Taxonomy • Knowledge • Ability to recognize and recall information. Memory. • Comprehension • Ability to translate, explain, or interpret knowledge. Comprehension. • Application • Apply knowledge to address new situations. • Analysis • Scrutinize information knowledge and explain its significance. • Synthesis • Form new ideas. • Evaluation • Offer opinions and make value judgments. Use Bloom’s Taxonomy to help students scaffold learning and build & fortify neural networks.

10. Linguistic: writing journals, making speeches, advocating, retelling, and reading. Musical: singing, performing, reading and writing poetry, and playing instruments. Logical-mathematical: outlining, calculating, analyzing statistical information, and creating timelines. Visual-spatial: drawing, using guided imagery, making mindmaps, and using graphic organizers, maps, charts, and graphs. Body-kinesthetic: role-playing, enacting simulations, playing games, and using manipulatives. Intrapersonal: doing self-reflection tasks, practicing higher-order reasoning, questioning, and taking personal inventories. Interpersonal: participating in group work, practicing cooperative learning, mentoring, tutoring, and conducting field interviews. Naturalistic: fishing, hiking, camping, farming, and investigating the natural world. Gardner’s Multiple Intelligences Use Multiple Intelligences to help students build more robust neural pathways (connections).

11. Applying Gagne’s Model Into Computer-Based Instruction

12. Gagne’s Nine Significant Events Model of Instruction • Gain Attention:Focus learners. • Inform Learner of Objectives: Provide an advanced organizer: tell learners what will be learned. Get learners’ brains prepared for learning new material. • Help Learner Recall Prerequisites: Link previous instruction to new learning. Do this as often as necessary.

13. Gagne’s Nine Significant Events Model of Instruction • Present Stimuli: Present new material to be learned. Teach. • Provide Guidance: Help students learn material through examples and clarification. • Elicit Performance:Exercise student learning in order to improve it. • Provide Feedback: Help students see what is right and wrong and why.

14. Gagne’s Nine Significant Events Model of Instruction • Assess Performance: Test: determine if students have learned the material and are ready to go on. • Enhance Retention and Transfer: Help students retain material and apply it to new situations. Connect to prior and future learning.

15. Gagne in Computer-based Instruction • Gain Attention • Inform Learner of Objectives • Help Learner Recall Prerequisites • Present Stimuli • Provide Guidance • Elicit Performance • Provide Feedback • Assess Performance • Enhance Retention and Transfer

16. The Process of Instruction • After Gagne events 1-3, present a small block of instruction (one concept). • Present some information. • Present an example. • Elicit performance from learner, and provide feedback: • Embed a question, with helpful feedback. • Provide some type of practice.

17. The Process of Instruction • If the information is complex, present another block of instruction (Gagne events 4-7). • Test the learner’s knowledge of the material presented, as described in the objectives. • Review material learned. In the classroom, events 1-7 represent 1 class period. In CBT, these events are used in 1 block of instruction (presenting 1 concept).

18. The Process of Instruction • During instruction, remember to include: • Gain and maintain learner attention: critical. • Involve students actively in learning. • Don’t cognitively overload learners (remember the Magic Number 7±2). • Use metaphors and analogies to bridge existing and new knowledge. • Utilize mnemonics. • Eliminate aspects of negative emotion. • Engage learner emotions to enhance memory. Interactivity (active vs. passive learning)!

19. Media Selection • When might the following media be an appropriate choice in instruction? • Graphics. • Video. • Audio. • Interactive (blog/wiki/discussion). • Online game. • Link to a Website. • Other.

20. Remote Class and Next Week • In small groups, let’s explore several free or inexpensive platforms for offering CBT: • Camtasia Studio (also for Mac) • Visual Basic 2010 Express • WebSoftCourseLab • Easy Tutor • Expensive options: • Director • Lectora

21. Remote Class and Next Week • Evaluate the platform: • Ease of use (user-friendly environment)? • Allows various media to be utilized? • Allows interactive activities? • Allows links to outside Websites/ tools? • Training can be saved for use on any computer (without buying the product)? • Cost of product? • Other comments on usability?

22. Remote Class and Next Week • We will explore using PowerPoint as a platform for delivering computer-based training. Remember: No in-person class next week!