Robert Gagne Instructional Design Theories QIM 501 Instructional

Robert Gagne Instructional Design Theories QIM 501 Instructional Design and Delivery Disediakan Oleh: Nor Salasiah Binti Mat Rashid S-QM 0020/10 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) 2

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 : üTaxonomy of learning outcomes - learning domain üSpecific learning condition - Hierarchy of Learning ü 9 instructional events 4

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. 6

Scope/Application: Gagne's theoretical framework covers all aspects of learning, the focus of 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. 7

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 Affective Domain: Attitudes (Driscoll, 2000) 3. 4. 5. 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

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/art 3_3. htm Robert Mills Gagne Biography (2006). Retrieved January 27, 2009, from http: //www. bookrags. com/biography/robertmills-gagne/