gagne presentation

Robert GagnRobert Gagnéé Learning Theorist Learning Theorist

PresentationPresentationTrey GibsonTrey Gibson

Theresa KnottTheresa KnottAmanda SilkettAmanda SilkettAmanda SmithAmanda Smith

Robert M. GagnRobert M. Gagnéé

1916-20021916-2002

Biography and BackgroundBiography and Background

Born 1916 in North Andover, MassachusettsBorn 1916 in North Andover, Massachusetts

After high school, GagnAfter high school, Gagnéé received a scholarship received a scholarship to attend Yale Universityto attend Yale University

GagnGagnéé received a B.A. from Yale in 1937 received a B.A. from Yale in 1937

After completing his undergraduate degree, After completing his undergraduate degree, GagnGagnéé went on to Brown University to begin his went on to Brown University to begin his graduate studygraduate study

GagnGagnéé receive his Ph.D. in Psychology from receive his Ph.D. in Psychology from Brown University in 1940Brown University in 1940


Taught at Connecticut College for Women Taught at Connecticut College for Women from 1940-1949 and Penn State University from 1940-1949 and Penn State University from 1945 to 1946from 1945 to 1946

During this time he made initial During this time he made initial preparations to study the learning of preparations to study the learning of humans instead of ratshumans instead of rats

GagnGagnéé drafted into the United States Army drafted into the United States Army during WWIIduring WWII


GagnGagnéé was ordered to report for duty to the was ordered to report for duty to the Psychological Research Unit No. 1 at Maxwell Psychological Research Unit No. 1 at Maxwell Field, Alabama.Field, Alabama.Administered and scored aptitude tests to assist Administered and scored aptitude tests to assist with selection and classification of aviation with selection and classification of aviation cadets for the crews of combat aircraftscadets for the crews of combat aircraftsFollowing this duty station, GagnFollowing this duty station, Gagnéé attended attended Officer Candidate School at Miami Beach.Officer Candidate School at Miami Beach.GagnGagnéé received a commission as a second received a commission as a second lieutenantlieutenant


GagnGagnéé assigned to School of Aviation Medicine assigned to School of Aviation Medicine where he participated in the development, where he participated in the development, inspection, and technical description of inspection, and technical description of psychomotor testspsychomotor tests

Later assigned to the Perceptual Film Research Later assigned to the Perceptual Film Research Unit and engaged in developing film tests of Unit and engaged in developing film tests of perceptual abilitiesperceptual abilities

Last assignment was to the Psychology Branch Last assignment was to the Psychology Branch of the Aero Medical Laboratory where the study of the Aero Medical Laboratory where the study of human engineering was initiatedof human engineering was initiated


GagnGagnéé returned to Connecticut College and returned to Connecticut College and began studies of learning and transfer of training began studies of learning and transfer of training in multi-discrimination motor tasks with grant in multi-discrimination motor tasks with grant from the Navy Special Devices Centerfrom the Navy Special Devices CenterIn 1949, GagnIn 1949, Gagnéé joined the Human Resources joined the Human Resources Research Center of the U.S. Air Force in the Research Center of the U.S. Air Force in the position of research director of the Perceptual position of research director of the Perceptual and Motor Skills Laboratory and Motor Skills Laboratory Later became technical director of the Later became technical director of the Maintenance Laboratory at Lowry Air Force Maintenance Laboratory at Lowry Air Force Base in ColoradoBase in Colorado


1958 Gagn1958 Gagnéé becomes a professor of psychology becomes a professor of psychology at Princeton Universityat Princeton UniversityResearch included studies of problem solving Research included studies of problem solving and the learning of mathematics skills then and the learning of mathematics skills then shifted toward the learning of school subjectsshifted toward the learning of school subjectsParticipated in the development of the Participated in the development of the elementary science program “Science-A elementary science program “Science-A Process Approach”Process Approach”GagnGagnéé conducted studies of intellectual skills conducted studies of intellectual skills and their prerequisites which led to the notion of and their prerequisites which led to the notion of “Learning Hierarchy”“Learning Hierarchy”


1962, Gagn1962, Gagnéé joined the American Institutes for joined the American Institutes for ResearchResearchEngaged in research on training, assessment of Engaged in research on training, assessment of human performance, education program human performance, education program evaluation, and other related questionsevaluation, and other related questionsThe Conditions of LearningThe Conditions of Learning was written during was written during this timethis timeGagnGagnéé accepted an appointment in educational accepted an appointment in educational psychology at the University of California, psychology at the University of California, Berkeley where duties included educational Berkeley where duties included educational research and studies of learning hierarchies and research and studies of learning hierarchies and rule learningrule learning


1969, joined the Department of Education 1969, joined the Department of Education Research at Florida State UniversityResearch at Florida State University

Collaborated with L.J. Briggs in writing the Collaborated with L.J. Briggs in writing the Principles of Instructional Design Principles of Instructional Design as well as as well as seeing two additional editions of seeing two additional editions of The Conditions The Conditions of Learningof Learning

Participated in a visiting professorship at the Participated in a visiting professorship at the Faculty of Education at Monash University Faculty of Education at Monash University where he collaborated in studies of rule learning where he collaborated in studies of rule learning and memoryand memory

Life InfluencesLife Influences

GagnGagnéé served as director of the Air Force served as director of the Air Force perceptual and motor skills laboratory. perceptual and motor skills laboratory. This position helped GagnThis position helped Gagnéé study and study and

understand motor skills through pilot testing.understand motor skills through pilot testing. This led to advances in American education, This led to advances in American education,

military training, and industrial training.military training, and industrial training.

GagnGagnéé was also influenced by positions he was also influenced by positions he held such as consultant to the Department held such as consultant to the Department of Defense and to The United States of Defense and to The United States Office of Education.Office of Education.

Impact on the study of human Impact on the study of human learninglearning

Major Contributions to Instructional Major Contributions to Instructional DevelopmentDevelopment co-developer of "Instructional Systems co-developer of "Instructional Systems

Design" Design" wrote wrote The Conditions of Learning, The Conditions of Learning, 19651965 co-wrote co-wrote Principles of Instructional Design, Principles of Instructional Design,

19921992 Co-wrote Co-wrote The conditions of learning: Training The conditions of learning: Training

applications, 1996applications, 1996

Awards and HonorsAwards and Honors

1993 Thomas F. Gilbert Distinguished Professional 1993 Thomas F. Gilbert Distinguished Professional Achievement Award Achievement Award

This award recognizes outstanding and significant contributions This award recognizes outstanding and significant contributions to the knowledge base of HPT (Human Performance to the knowledge base of HPT (Human Performance Technology). Technology).

1982-1983 Robert O. Lawton Distinguished Professors 1982-1983 Robert O. Lawton Distinguished Professors Award Award

This is the highest honor faculty can bestow on a colleague at This is the highest honor faculty can bestow on a colleague at Florida State UniversityFlorida State University

1982 American Psychological Association Distinguished 1982 American Psychological Association Distinguished Scientific Award for the Applications of PsychologyScientific Award for the Applications of Psychology

Awarded to those who make the most distinguish empirical Awarded to those who make the most distinguish empirical advancements in understanding important practical problemsadvancements in understanding important practical problems

Most important workMost important work

Although GagnAlthough Gagnéé's earlier work reflected 's earlier work reflected behaviorist thought, he is considered to be behaviorist thought, he is considered to be an experimental psychologist who was an experimental psychologist who was concerned with learning and instruction. concerned with learning and instruction.

In 1965, GagnIn 1965, Gagnéé published published The Conditions The Conditions of Learningof Learning which outlined the relation of which outlined the relation of learning objectives to appropriate learning objectives to appropriate instructional designs. instructional designs.

What is learning?What is learning?

GagnGagné believed that an external observer could é believed that an external observer could recognize learning by noting behavioral changes recognize learning by noting behavioral changes that remains persistent over time (that remains persistent over time (GagnGagné, 1974)é, 1974)

He also stated that maturation is not learning He also stated that maturation is not learning because the individual does not receive because the individual does not receive stimulation from the outside environment stimulation from the outside environment ((GagnGagné, 1974).é, 1974).

Learning has two parts, one that is external to Learning has two parts, one that is external to the learner and one that is internal (the learner and one that is internal (GagnGagné, é, Briggs, & Wager, 1992)Briggs, & Wager, 1992)

The Events of LearningThe Events of Learning

GagnGagné described learning as a series of 8 é described learning as a series of 8 phases that the learner goes through but is phases that the learner goes through but is unaware of (unaware of (GagnGagné, 1974)é, 1974) Motivation Phase – ExpectancyMotivation Phase – Expectancy Apprehending Phase – Attention Selective PerceptionApprehending Phase – Attention Selective Perception Acquisition Phase – Coding: Storage EntryAcquisition Phase – Coding: Storage Entry Retention Phase – Memory StorageRetention Phase – Memory Storage Recall Phase – RetrievalRecall Phase – Retrieval Generalization Phase – TransferGeneralization Phase – Transfer Performance Phase – RespondingPerformance Phase – Responding Feedback Phase -- ReinforcementFeedback Phase -- Reinforcement

Principles of LearningPrinciples of Learning

ContiguityContiguity The stimulus situation must be presented The stimulus situation must be presented

simultaneously with the desired response.simultaneously with the desired response.

RepetitionRepetition Learning is improved with repetition and retention is Learning is improved with repetition and retention is

more certainmore certain

ReinforcementReinforcement Learning is strengthened when it is followed by a Learning is strengthened when it is followed by a

rewardreward

((GagnGagné, Briggs, & Wager, 1992)é, Briggs, & Wager, 1992)

Five Categories of LearningFive Categories of Learning

GagnGagnéé identifies five categories of identifies five categories of learning:learning: Verbal InformationVerbal Information Intellectual SkillsIntellectual Skills Cognitive StrategiesCognitive Strategies AttitudesAttitudes Motor SkillsMotor Skills

Verbal Verbal

Stating previously learned materials such as Stating previously learned materials such as facts, concepts, principles, and procedures facts, concepts, principles, and procedures Critical Learning ConditionsCritical Learning Conditions Draw attention to distinctive features by variations in Draw attention to distinctive features by variations in

print or speech. print or speech. Present information so that it can be made into Present information so that it can be made into

chunks. chunks. Provide a meaningful context for effective encoding of Provide a meaningful context for effective encoding of

information. information. Provide cues for effective recall and generalization of Provide cues for effective recall and generalization of

information. information.

Intellectual SkillsIntellectual SkillsDiscriminationsDiscriminations: : Distinguishing objects, features, or symbols, e.g., Distinguishing objects, features, or symbols, e.g., hearing different pitches played on a musical instrumenthearing different pitches played on a musical instrument

Concrete ConceptsConcrete Concepts: : Identifying classes of concrete objects, Identifying classes of concrete objects, features, or events, e.g., picking out all the green M&Ms from the candy features, or events, e.g., picking out all the green M&Ms from the candy jarjar

Defined ConceptsDefined Concepts: : classifying new examples of events or ideas by classifying new examples of events or ideas by their definition, e.g., noting "she sells sea shells" as alliterationtheir definition, e.g., noting "she sells sea shells" as alliteration

RulesRules: : Applying a single relationship to solve a class of problems, e.g., Applying a single relationship to solve a class of problems, e.g., calculating the earned run averages (ERA) of the Atlanta Bravescalculating the earned run averages (ERA) of the Atlanta Braves

Higher Order RulesHigher Order Rules: : Applying a new combination of rules to solve a Applying a new combination of rules to solve a complex problem, e.g., generating a balanced budget for a state complex problem, e.g., generating a balanced budget for a state organizationorganization

Intellectual Skills (cont.)Intellectual Skills (cont.)

Critical Learning ConditionsCritical Learning Conditions Call attention to distinctive features. Call attention to distinctive features. Stay within the limits of working memory. Stay within the limits of working memory. Stimulate the recall of previously learned Stimulate the recall of previously learned

component skills. component skills. Present verbal cues to the ordering or combination Present verbal cues to the ordering or combination

of component skills. of component skills. Schedule occasions for practice and spaced review. Schedule occasions for practice and spaced review. Use a variety of contexts to promote transfer. Use a variety of contexts to promote transfer.

Cognitive StrategiesCognitive Strategies

Employing personal ways to guide Employing personal ways to guide learning, thinking, acting, and feeling learning, thinking, acting, and feeling

Critical Learning ConditionsCritical Learning Conditions Describe or demonstrate the strategy. Describe or demonstrate the strategy. Provide a variety of occasions for practice Provide a variety of occasions for practice

using the strategy. using the strategy. Provide informative feedback as to the Provide informative feedback as to the

creativity or originality of the strategy or creativity or originality of the strategy or outcome. outcome.

AttitudeAttitude

Choosing personal actions based on internal Choosing personal actions based on internal states of understanding and feeling states of understanding and feeling Critical Learning ConditionsCritical Learning Conditions Establish an expectancy of success associated with Establish an expectancy of success associated with

the desired attitude. the desired attitude. Assure student identification with an admired human Assure student identification with an admired human

model. model. Arrange for communication or demonstration of Arrange for communication or demonstration of

choice of personal action. choice of personal action. Give feedback for successful performance; or allow Give feedback for successful performance; or allow

observation of feedback in the human model. observation of feedback in the human model.

Motor SkillsMotor Skills

Executing performances involving the use Executing performances involving the use muscles muscles Critical Learning ConditionsCritical Learning Conditions Present verbal or other guidance to cue the Present verbal or other guidance to cue the

executive subroutine. executive subroutine. Arrange repeated practice. Arrange repeated practice. Furnish immediate feedback as to the Furnish immediate feedback as to the

accuracy of performance. accuracy of performance. Encourage the use of mental practice. Encourage the use of mental practice.

Learning and the TeacherLearning and the Teacher

GagnGagnéé felt that the teacher’s job was to felt that the teacher’s job was to provide instruction (Gagnprovide instruction (Gagnéé, 1974). , 1974). GagnGagnéé defined instruction as “the set of defined instruction as “the set of events designed to initiate, activate, and events designed to initiate, activate, and support learning in the human learner.” support learning in the human learner.” (Gagn(Gagnéé, 1974), 1974)The teacher had three primary functions: The teacher had three primary functions: DesignerDesigner ManagerManager EvaluatorEvaluator

The Events of a LessonThe Events of a Lesson

GagnGagné believed that all lessons should include é believed that all lessons should include these key points (these key points (GagnGagné, 1974)é, 1974) Activating motivation Activating motivation

getting the learner interestedgetting the learner interested Informing the learner of the objective Informing the learner of the objective

this way the learner knows what is expected of him/herthis way the learner knows what is expected of him/her Directing attention Directing attention

focusing student on pertinent informationfocusing student on pertinent information Stimulating recall Stimulating recall

allows student to incorporate previously learned materialallows student to incorporate previously learned material

The Events of a LessonThe Events of a Lessoncontinuedcontinued

Providing learned guidanceProviding learned guidance includes “hints,” diagrams, etc.includes “hints,” diagrams, etc.

Enhancing retention Enhancing retention adding an exampleadding an example

Promoting transfer of learningPromoting transfer of learningEncouraging transfer to other fields of studyEncouraging transfer to other fields of study

Eliciting the performance and providing Eliciting the performance and providing feedbackfeedback

Allow the student to show off what they have Allow the student to show off what they have learned and provide feedbacklearned and provide feedback

Information-Processing TheoryInformation-Processing Theory

Compares learning to a series of “inputs” Compares learning to a series of “inputs” and “outputs” similar to a computer and “outputs” similar to a computer (Gagn(Gagné, 1974).é, 1974).

The learning process is a set of arranged The learning process is a set of arranged external events designed to promote an external events designed to promote an internal learning process (internal learning process (GagnGagné, Briggs, é, Briggs, & Wager, 1992)& Wager, 1992)

Gagne’s Information Processing Gagne’s Information Processing TheoryTheory

RESPONSE

GENERATOR

EXPECTANCIESEXECUTIVE CONTROL

SENSO RR EY G I S T E R

SHORT-TERM

MEMORY

LONG-TERM

MEMORY

EFFECTORS

RECEPTORS

ENVIRONMENT

(Gagné, 1974, p.16) & (Gagné, Briggs, & (Gagné, Briggs, & Wager, 1992, p. 9)Wager, 1992, p. 9)

ReferencesReferences

GagnGagné, R. M., (1974). é, R. M., (1974). Essentials of learning Essentials of learning instructioninstruction. Hinsdale, IL: The Dryden Press.. Hinsdale, IL: The Dryden Press.

GagnGagné, R. M., Briggs, L. J. & Wager, W. W. é, R. M., Briggs, L. J. & Wager, W. W. (1992). (1992). Principles of instructional design Principles of instructional design (4(4thth ed.). New York: Harcourt Brace Jovanovich ed.). New York: Harcourt Brace Jovanovich College Publishers. College Publishers.

GagnGagné, R. M., Medsker, K. L. (1996). é, R. M., Medsker, K. L. (1996). The The conditions of learning: Training applications.conditions of learning: Training applications. New York: Harcourt Brace College Publishers.New York: Harcourt Brace College Publishers.

Electronic SourcesElectronic Sources

International Society for Performance Improvement International Society for Performance Improvement (2005). Retrieved from http://www.ispi.org/.(2005). Retrieved from http://www.ispi.org/.

Explorations in learning & instruction: Explorations in learning & instruction: The theory into practice database (2005). The theory into practice database (2005).

Retrieved Retrieved from http://tip.psychology.org/gagne.html.from http://tip.psychology.org/gagne.html.

The Psi Café. (2005). Retreived from The Psi Café. (2005). Retreived from http://www.psy.pdx.edu/PsiCafe/KeyTheorists/Gagnhttp://www.psy.pdx.edu/PsiCafe/KeyTheorists/Gagne.htm.e.htm.

The International Board of Standards for Training. (2005) The International Board of Standards for Training. (2005) Retrieved from http://www.ibstpi.org/legacy-Retrieved from http://www.ibstpi.org/legacy-

gagne.gagne.

gagne presentation

Documents