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Robert Mills Gagné

Robert Mills Gagné. Overview. A theory of instructional design: Taxonomy of learning outcomes Internal and external conditions of learning Nine events of instruction Learning hierarchies Instructional (learning) objectives. A Definition of Learning.

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Robert Mills Gagné

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  1. Robert Mills Gagné

  2. Overview • A theory of instructional design: • Taxonomy of learning outcomes • Internal and external conditions of learning • Nine events of instruction • Learning hierarchies • Instructional (learning) objectives

  3. A Definition of Learning Learning is the mechanism by which an individual becomes a competently functioning member of society Instruction is the arrangement of conditions of learning to promote attainment of some goal

  4. Learning Outcome Categories • A formal and unique class of human performance that occurs through learning • Applies to a widely diverse set of human activities • Requires different instructional treatments, prerequisites and processing requirements by the learner • Factors affecting the learning of each category should generalize to tasks within but not across categories

  5. Categories of learning outcomes 1. Verbal information acquisition of declarative knowledge 2. Intellectual skills (next slide) interacting with the environment using symbols 3. Motor skills the production of mechanical operations/behaviors 4. Attitudes capabilities that influence an individual’s choice about the kinds of actions to take 5. Cognitive strategies metacognition / strategic knowledge

  6. Intellectual Skills: A hierarchy • Discriminations • ability to distinguish one feature of an object from another • Concrete Concepts • learning to identify examples of objects, object qualities or relations • Defined Concepts • learning to identify concepts by definition • Rules • make it possible for us to do something, using symbols, and to respond to a class of things with a class of performances • Higher-Order Rules • a complex rule made up of simpler rules

  7. Gagné’s Principle Arranging the appropriate conditions for learning ONE ONE OBJECTIVE STRATEGY

  8. Internal Conditions of Learning • essential prerequisites • particular skills that become an integral part of new learning • supportive prerequisites • capabilities that facilitate learning, regardless of the type of outcome

  9. Learning Hierarchies • Essential prerequisites can be diagrammed as learning hierarchy • Indicates what competencies must be acquired • Results from task analysis, working backward from terminal objective to known (entry) skill • Basis for sequencing instruction

  10. Example: learning hierarchy

  11. External Conditions of Learning External events are those events outside the learner that activate and support the internal processes of learning. The appropriate provision of external events is the framework for planning instruction.

  12. Nine Events of Instruction • Gain Attention • Inform learner of objectives • Stimulate recall • Present stimulus material • Provide guidance • Elicit performance • Provide feedback • Assess performance • Enhance retention and transfer

  13. Examples Nine Events of Instruction:Example: 1. Gaining attention Instructor flip lights on and off 2. Informing learner of the objective Instructor tells students what they will study 3. Stimulating recall of prerequisites Review yesterday’s work 4. Presenting the stimulus material Text and other media in order to meet desired outcome 5. Providing learning guidance Show an example of a problem 6. Eliciting the performance Ask students to solve 10 questions 7. Providing feedback Reinforcement and error correction of material learned 8. Assessing the performance Students perform new skill, take tests, construct portfolio 9. Enhancing retention and transfer Able to generalize and transfer skills to new problems or situations

  14. Preparing Instructional Objectives “Once an instructor decides he will teach his students something, several kinds of activities are necessary on his part if he is to succeed. He must first decide upon the goals he intends to reach at the end of his course or program. He must then select procedures, content, and methods that are relevant to the objectives; cause the student to interact with the appropriate subject matter in accordance with principles of learning; and, finally measure or evaluate the student's performance according to the objectives or goals originally selected.” (Mager, p. 1)

  15. Reasons for Instructional Objectives • Purposeful Education • Organizing Content • Preparing Assessment & Evaluation • Providing feedback

  16. Performance Objectives • situation • learned capability verb - LCV • object • action verb • tools, constraints, special conditions

  17. Example objective for an intellectual skill [situation] Given an illustration of three triangles, two the same and one different, the student [verb] discriminates [object] the figure that is different [action] by pointing to it.

  18. Writing specific instructional objectives 1. Describe what you want learners to be doing when demonstrating achievement and indicate how you will know they are doing it 2. In describing, identify and name the behavioral act that indicates achievement, define the conditions under which the behavior is to occur, state the criteria of acceptable performance 3. Write a separate objective for each learning performance

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