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Robert Gagne Instructional Design Theories

Disediakan Oleh:Nor Salasiah Binti Mat Rashid

S-QM0020/10

Pensyarah:Dr Balakrishnan Muniandy

QIM 501Instructional Design and Delivery

Robert Gagne’s Background

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• 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)

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 (co-authored)

(Dick, 2003; Robert Mills , 2006)

• Well known for theory of conditional learning• Consist of 3 distinct component :

Taxonomy of learning outcomes - learning domain

Specific learning condition - Hierarchy of Learning

9 instructional events

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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 skill2. 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.

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Gagne's theoretical framework covers all aspects of learning, the focus of the 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.

Scope/Application:

Gagne’s Theory of Instruction is made up of three components

A Taxonomy of Learning Outcomes

Conditions of

Learning

Nine Events of Instruction

1. Gaining attention2. Informing learners of

objectives3. Stimulating recall of

prior learning4. Presenting the

stimulus5. Providing learning

guidance6. Eliciting performance7. Providing feedback8. Assessing

performance9. Enhancing retention

and transfer

Cognitive Domain:Cognitive strategies,Intellectual skills,Verbal information

Affective Domain:Attitudes

Psychomotor Domain:Motor Skills

(Driscoll, 2000)

PSYCHOMOTOR SKILLS

INTELLECTUAL SKILLS

VERBAL INFORMATION

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

A Taxonomy of Learning Outcomes

Conditions of Learning

Internal Conditions

Conditionsof Learning

ExternalConditions

Different sets of conditions must be established and/or provided for the various types of outcomes to occur

Acquisition and storage of prior capabilities that the learner has acquiredthat are either essential to or supportiveof subsequent learning

Various ways that instructional eventsoutside the learner function to activate &support the internal process of learning

Internal Conditions

Conditionsof Learning

ExternalConditions

For intellectual skills to be learned: - certain previously learned prerequisites be recalled

For attitude to be learned : - recall a respected model exhibiting the attitude

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 : - a model respected by the learner must be provided

•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 for Instructional Design

Gagne’s Nine Events of Instruction

Gagne’s Nine Events of Instruction

Gagne’s Nine Events of Instruction

Gagne’s Nine Events of Instruction

Gagne’s Nine Events of Instruction

Gagne’s Nine Events of Instruction

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 ).

Conclusion

ReferencesPatricia 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://my-ecoach.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.e-learningguru.com /articles/art3_3.htm

Robert Mills Gagne Biography (2006). Retrieved January 27, 2009, from http://www.bookrags.com/biography/robert-mills-gagne/