Robert Gagn é : An Introduction

1. Robert Gagné: An Introduction Presented by: Megan Wolff and Kim Pilkins 2/27/10

2. Objectives/Outline • Learn about learning theorist Robert Gagne and his Nine Events of Instruction • Current Relevance • Corporate training and other uses

3. Who is Robert Gagné? • Influential in the field of human learning. • “Behaviorist” (but also an experimental psychologist). • Wrote The Conditions of Learning (1965), which,“…proposed that the information-processing model of learning could be combined with behaviorist concepts to provide a more complete view of learning tasks" (Molenda, 2002). • Co-developer of "Instructional Systems Design". • Co-wrote Principles of Instructional Design (1974) which is,”…widely followed by program developers in business, industry, the military, and to a lesser extent in education” (Reyes, 1990) . (1916-2002) Image From Foreman Want to know more?

4. What is Learning? • Gagné believed that an external observer could recognize learning by noting behavioral changes that remains persistent over time (Gagné, 1974). • He also stated that maturation is not learning because the individual does not receive stimulation from the outside environment (Gagné, 1974). • Learning has two parts, one that is external to the learner and one that is internal (Gagné, Briggs, & Wager, 1992).

5. Overview of Gagné’s Theory • Five major learning categories: • Verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. • Different internal and external conditions are needed for each type of learning. For example, “…for cognitive strategies to be learned, there must be a chance to practice developing new solutions to problems; to learn attitudes, the learner must be exposed to a credible role model or persuasive arguments” (Kearsley, 2010). • Gagné outlines 9 “Events of Instruction”…

6. The Nine Events of Instruction CLICK EACH FOR MORE INFORMATION! Want more information?

7. 1. Gain Attention • Capture the attention of the student • Stimulates the senses and activates receptors • “A multimedia program that begins with an animated title screen sequence accompanied by sound effects or music startles the senses with auditory or visual stimuli. An even better way to capture students' attention is to start each lesson with a thought-provoking question or interesting fact. Curiosity motivates students to learn” (Kruse, 2006, para.3). Return to chart Image From Microsoft Clip Art

8. 2. Inform learners of objectives • “Upon completing this lesson you will be able to….” • This stimulates expectancy and motivation • Gagne suggests that information undergoes,”…a series of internal processes before being stored in long-term memory…” (Hanley, 2009). Return to chart

9. 3. Stimulate recall of prior learning • Associate new information with prior knowledge • Stimulates long term memory • “It is easier for learner’s to encode and store information in a long-term memory when there are links to personal experiences” (Kruse, 2006, para.5). Return to chart Image From Microsoft Clip Art

10. 4. Present the content • The actual presentation of new information • Information is well organized • Demonstration • Use a variety of tools and/or media • This means, “…content should be chunked and organized in a meaningful manner and typically explained and then demonstrated.” The teacher should also, “…appeal to different learning modalities by using a variety of media if possible, including text, graphics, audio narration and video” (Kruse, 2006, para.6). Return to chart

11. 5. Provide “learning guidance” • Examples • Case Studies • Graphics/Photos/Films • Test files with prompts • Mnemonics Return to chart Image From Microsoft Clip Art

12. 6. Elicit performance (practice) • Required practice • Individually or in groups • Confirmation of correct understanding • Repetition, repetition, repetition • A study of Gagne’s Events showed that practice, “…was the one consistently effective instructional event for enhancing student achievement in the study. This suggests that it should be included in computer-based instruction especially when students are tested using items aligned with the objectives and practice items" (Martin, Klein, and Sullivan, 2004). Return to chart

13. 7. Provide feedback • Specific and immediate • Tutorials • No formal scoring at this point • “…unlike questions in a post-test, exercises with tutorials should be used to evaluate comprehension and encoding...Additional guidance and answers provided at this stage is called formative feedback” (Kruse, 2006, para.9). Return to chart Image From Microsoft Clip Art

14. 8. Assess performance • Testing/evaluating • Upon completion of, “…instructional modules students should be given the opportunity to take (or required to take) a post-test or final assessment. This assessment should be completed without the ability to receive addition coaching, feedback, or hints. A commonly accepted level of mastery is 80-90% correct” (Kruse, 2006, para.10). Return to chart

15. 9. Enhance retention and transfer to the job • How to determine if skills learned are transferred? • “Effective training programs have a ‘performance’ focus, incorporating design and media that facilitates retention and transfer. The repetition of learned concepts is a tried and true means of aiding retention, although often disliked by students. (There was a reason for writing spelling words ten times as grade school student.) Creating electronic or online job aids, references, templates and wizards are other ways to aid performance” (Kruse, 2006, para.11). Return to chart Image From Microsoft Clip Art

16. Current Relevance • Instructional designers, “…work in the military, corporate training arenas, the health care industry, the K–12 schools, and higher education. Gagné’s ideas are now embedded in each of these worlds of work. In addition, his design principles…are relevant to designers who are producing both stand-up training and computer-based instruction. They are relevant to designers of simulation games and cooperative learning environments” (Richey, 2000, p. 256). • "Since many of Gagne's studies were done in mathematics, a number of direct implication to teaching mathematics can be enumerated" (Wilson, 1978). • "Gagne's model, presented in The Condition of Learning (1970), can be...applied to planning and teaching the social studies" (Stahl, 1975, p. 32).

17. Use in Corporate Training Gain attention, Inform learners of objectives Imagine you needed to teach a group of employees how to use a new email system, such as Outlook 2007. Opening a Powerpoint presentation or movie clip can gain their attention, so that you can then list the goals of the lesson (such as learning the benefits of using Outlook 2007). Image From Microsoft Clip Art

18. Use in Corporate Training Stimulate recall of prior learning “How many of you use email on a regular basis?” Image From Microsoft Clip Art

19. Use in Corporate Training Present the content Show how to use various functions through a slide presentation or projecting your screen while going through the steps.

20. Use in Corporate Training Provide “learning guidance”, Elicit performance (practice), and Provide feedback After going through the steps, allow students to duplicate the process on their own screens. Be available to answer questions and provide feedback. Image From Microsoft Clip Art

21. Use in Corporate Training Assess performance • Group work • Paper or online quizzes • Simulations • Exercise files

22. Use in Corporate Training Enhance retention and transfer to the job Simply making sure that the lesson is relevant to the individual jobs of people taking the class will help retention. Showing examples of steps they’ll take everyday, rather than obscure possibilities, means that students will be able to immediately return to their offices to use the information.

23. Diagram Simplifying the nine events*. Click each arrow below to see suggestions. *Chart courtesy of Clark, 2004

24. Other Uses • One teacher’s ideas on how various Google Apps can work as Gagne’s steps. Great ideas for keeping students engaged! View • Another teacher feeds her pets under Gagne’s influence. View

25. Summary/Survey Click the button to leave feedback! survey

26. Cited Resources • Bayer, D. (2001). [Photo of Gagne]. Gagne. Retrieved from http://online.sfsu.edu/~foreman/itec800/finalprojects/danabayer/Gagne/ gagne.html • Clark, D.R. (2004). [Arrow illustration of Gagne’s events]. Retrieved from http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html • Clipart. (2010). Courtesy of Microsoft. Retrieved from http://office.microsoft.com/en-us/clipart/default.aspx • drezac. (2009, October 3). Google apps and the teacher’s process [Video File]. Video posted to http://www.youtube.com/watch?v=yLz8lxubM8c • Gagne, R. (1985). The conditions of learning (4th ed.). New York: Holt, Rinehart & Winston. • Gagne, R., Briggs, L. & Wager, W. (1992). Principles of instructional design (4th Ed.). Fort Worth, TX: HBJ College Publishers. • Hanley, M. (2009, June 25). Gagne and the events of instruction: Discovering instructional design 19. Message posted to http://michaelhanley.ie/elearningcurve/gagne-and-events-of-instruction- discovering-instructional-design-19/2009/06/25/ • Kearsley, G. (2010). The theory into practice database. Retrieved from http://tip.psychology.org • Kruse, K. (2006). Gagne’s nine events of instruction: An introduction. Retrieved from http://www.e-learningguru.com/articles/art3_3.htm

27. Cited Resources, continued • Martin, F., Klein, J., and Sullivan, H. (2004). Effects of instructional events in computer-based instruction. Chicago, Illinois: Association for Educational Communications and Technology. Retrieved from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0 000019b/80/1b/a6/9a.pdf • Molenda, M. (2002). A new framework for teaching in the cognitive domain. ERIC Digest. Retrieved from http://www.ericdigests.org/2003-4/cognitive- domain.html • Reyes, D. (1990). Models of instruction. The Clearing House, 63(5), 214. • Richey, R. (2000). The legacy of Robert M. Gagné. Retrieved from http://www.ibstpi.org/Products/Legacy-Gagne.htm • Rogers, Donna. (2009, October 26). Gagne nine instructional events- Feeding the pets. [Video File]. Video posted to http://www.teachertube.com/viewVideo.php?video_id=137878&title=Gagne_ Nine_Instructional_Events___Feeding_the_Pets • Stahl, R., & And, O. (1975). A model to create instructional activities intended to develop student concept learning and problem solving skills: A modification of Gagne's "Conditions of Learning" for social studies instruction [Abstract]. Retrieved from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/ content_storage_01/0000019b/80/35/50/7c.pdf • Wilson, R. (1978). The implications of selective learning models on teaching junior high school mathematics. Education, 99(1), 85-88.

28. Want more Gagné? The following web sites provide further information about Gagné and his work: • http://www.e-learningguru.com/articles/art3_3.htm • http://www.my-ecoach.com/idtimeline/theory/gagne.html • http://www.ibstpi.org/Products/pdf/appendix_A-C.pdf