Robert Mills GagneLynda Cannedy
6304 Learning and CognitionFall 2009 - Sullivan
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What Do You Know?
Robert Gagne worked as a psychologist and performed research while serving in the military. Yes or No?
Robert Gagne was a constructivist. Yes or No?
Robert Gagne was best known for his theory of cognitive adaptation. Yes or No?
Robert Gagne’s theories are still used today.Yes or No?
Objectives
1. Learn about Gagne’s background and experience
2. Understand what Gagne contributed to learning theory
3. Observe practical applications of Gagne’s theories
Personal and Social Background
Early Education
Decision made in high school to study psychology
Brown University Graduate studies heavily influenced by behaviorism theories
First job as college instructor interrupted by World War II draft
Military Service
Aviation Psychology Program – Alabama worked with combat aircraft crews
Commissioned as 2nd
lieutenant
School of Aviation Medicine – Texas
Perceptual Film Research Unit – CA
Aero Medical Lab
Urgent need for efficient, effective training early in World War II
More combat aircrew testing
Perceptual ability film testing
Human engineering
Civilian Service
Connecticut College professor
1949 - Joined Air Force Personnel and Training Center
Consultant to DOD
Maintenance Lab at Lowry AFB – CO
Lab developed training requirements for new weapons systems
Researched transfer of training in motor tasks for Navy
Research Director of Perceptual and Motor Skills Lab
Technical Director of training research
Basics still used by USAF today
Academic Shift
1958 – Psychology professor at Princeton
Helped develop “Science-A Process Approach”
1962 – American Institutes for Research
Published “The Conditions of Learning” book
Professor at Univ. of CA –Berkeley
1969 – Florida State Univ. professor
Sputnik crisis in 1950’s put focus on math and science in schools
Heavy research on training and human performance assessments
Educational research
Principles of Instructional Design
Personal Life
Was married to Pat, a biologist
Had two children – Sam and Ellen◦ Ellen is educational psychologist
Had incredible memory
Liked to read modern fiction
Liked to design and create furniture out of wood
Contributions
Cumulative Learning Theory
Behavioral learning results from the cumulative effects of learning
Learning is a major causal factor in development rather than a factor merely involved in adaptation
Child progresses by learning an ordered set of capabilities which build through differentiation, recall, and transfer of learning
Learning Hierarchies
Put cumulative learning theory into practice
Used to determine appropriate content for instruction
Reflected shift from focus on behavioral reinforcements to nature of behaviors
Specific Responses
Discriminations Classifications RulesComplex
Behaviors (Problem-Solving)
Domains of Learning
Categories of Learning Outcomes andRelevant Instruction
Motor Skills
Verbal Information
Intellectual Skills
Cognitive Strategies
Attitudes
•Practice
•Organized meaningful context
•Prior learning of skills
•Continual challenges to thinking
•Human model
Events of Instruction -Conditions of Learning
Gagne's Nine Events of Instruction Events of Cognitive/Learning Process
1. Gaining attention Reception / Motivation
2. Informing learners of objective Establishment of expectancies
3. Stimulating recall of prior learning Retrieval (from long-term memory)
4. Presenting stimulus material Selective perception
5. Providing learning guidance Semantic encoding
6. Eliciting performance (practice) Response generation
7. Providing feedback Reinforcement
8. Assessing performance Metacognition
9. Enhancing retention and transfer GeneralizationGagne, R., Briggs, L. & Wager, W. Principles of Instructional Design (4th Ed., 1992)
Books and Publications
Gagne had well over 100 published articles and numerous books including:
The Conditions of Learning (1965, 1970, 1977, 1985)
The Conditions of Learning: Training Applications(1995)
Instructional Media: A Procedure for the Design of Multimedia Instruction (1967)
Principles of Instructional Design (1974, 1979, 1988, 1992, 2004) still used as textbook today
Applications
Instructional Design
Have you taken an Instructional Design course? Yes or No?
UTB uses the Dick and Carey model which is heavily influenced by Gagne
Gagne’s Nine Events of Instruction are still used in educational training today
Example of Nine Events Making GORP
1. Gain attentionShow a handful of GORP. Talk about how delicious it is.
2. Inform learner of objectiveToday we will learn to make GORP.
3. Recall prior knowledgeHas anyone ever eaten GORP? Where? When? What is it made of?
4. Present materialShow learners how to make GORP.
Making GORP (continued)
5. Provide guided learningProvide pictures of steps involved in procedure
6. Elicit performanceGive learners ingredients to make their own
7. Provide feedbackCirculate around to observe and help learners
8. Assess performanceExamine GORP. If correctly made, learner mayeat GORP.
9. Enhance retention and transferHave learners make GORP during the week for asnack
E-Learning Applications
“Applying Gagne’s nine-step model to any training program is the single best way to ensure an effective learning program.”
Kevin KrusePresidentAXIOM Professional Health LearningE-Learning Columnist
Free Screensaver Download
http://www.download3k.com/Desktop-Enhancements/Screensavers/Download-Gagne-s-Nine-Events-of-Instruction-Screensaver.html
Attributions
Sources
American Psychological Association. (1982). 1982 American Psychological Association Distinguished Scientific Award for the Applications of Psychology (Appendix A). Retrieved September 9, 2009 fromhttp://www.ibstpi.org/Products/pdf/appendix_A-C.pdf
Carey, James O., Carey, Lou, & Dick, Walter. (2005). The systematic design of instruction (6th ed.). Boston: Pearson.
Gagne, R. M. (1968). Contributions of learning to human development, Psychological Review, 75, 177-191. Retrieved September 10, 2009 from http://www.ibstpi.org/Products/pdf/chapter_1.pdf
Gagne, R.M. (1968). Learning hierarchies. Educational Psychologist, 6, 1-9. Retrieved September 10, 2009 from http://www.ibstpi.org/Products/pdf/chapter_2.pdf
Gagne, R.M. (1972). Domains of learning, Interchange, 3. 1-8. Retrieved September 10, 2009 from http://www.ibstpi.org/Products/pdf/chapter_3.pdf
Gagnè, R.M. (1985).The conditions of learning and the theory of instruction, (4th ed.), New York: Holt, Rinehart, and Winston.
Gagne, R. M. (1988). Mastery learning and instructional design, Performance Improvement Quarterly, 1(1), 7-18. (EJ 369 812). Retrieved September 9, 2009 from http://www3.interscience.wiley.com/journal/121459945/abstract
Sources (continued)
Gagne, R. M., & Merrill, M. D. (1990). Integrative goals for instructional design, Educational Technology Research & Development, 38(1), 23-30. (EJ 412 117). Retrieved September 9, 2009 from http://www.springerlink.com/content/814531r4h046j43v/fulltext.pdf?page=1
Killpatrick, L. (2001). Gagne's nine events of instruction. In B. Hoffman (Ed.), Encyclopedia of educational technology. Retrieved September 10, 2009, from http://coe.sdsu.edu/eet/articles/gagnesevents/start.htm
Kruse, Kevin. (2006). Gagne’s nine events of instruction: an introduction. E-learning guru. Retrieved from September 9, 2009 from http://www.e-learningguru.com/articles/art3_3.htm
Richey, Rita C. (Ed.).(2000).The legacy of Robert Gagne. Retrieved September 9, 2009 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/83/ab.pdf
Untiedt, Hannelie. (June, 2001). Steps in web development: analysis. Edu-web-guide.Retrieved September 9, 2009 from http://hagar.up.ac.za/catts/learner/2001/untiedt_jsh/projects/iso/design/step1_1.htm
Presentation prepared using Microsoft Office 2007 Power Point software