Trent Jones: Robert Gagne’s Instruction Design Model; “The Nine Events of Instructions”

27 Sep

Robert Gagne’s Instructional Design Model “The Nine Events of Instruction”

Objectives What are the Nine Events of Instruction? How are these events related to the learning process?

Robert Gagne 1916-2002 American educational psychologist

Conditions of Learning Instructional Theory Instructional Design Model

Instructional Design Model Gagne created a nine-step process called The Events of Instruction The events of instruction are related to the learning process The events of instruction lead to various learning outcomes The events of instruction support the internal processes of learning

The “Nine events of Instruction” Gain Attention Inform Learner of Objectives Stimulate Recall of Prior Learning Present Stimulus Material Provide Learner Guidance Elicit Performance Provide Feedback Assess Performance Enhance Retention and Transfer

Gain Attention Capture the attention of those learner (animated tutorial) Stimuli that ensure reception of coming instruction.

Inform Learner of Objectives Expectancy List of learning objectives Level of expectation for learning What will the learner be able to perform after the instruction? Motivate the learner to complete the lesson

Stimulate Recall of Prior Learning Recall of existing, relevant knowledge Retrieval to working, short-term memory Previous experience, previous concepts Correlate new information with prior knowledge

Present Stimulus Material Display the content Pattern recognition; selective perception New content (chunked, explained, then demonstrated) Multimedia (audio,video, graphics)

Provide Learner Guidance Guidance on the new content Chunking, rehearsal, encoding Assist learners in order to encode information for long-term storage Guidance strategies (case studies, examples, mnemonics)

Elicit Performance Practice (new skills or behavior) Confirm correct understanding Demonstrating learning Retrieval, responding

Provide Feedback Specific, immediate feedback on learner’s performance Reinforcement, error correction

Assess Performance Post-test, final assessment No additional coaching; feedback Mastery of material

Enhance Retention and Transfer Determine whether or not the skills were learned Apply the skills that were learned Retention, retrieval, generalization

Outcomes Effective learning Maximize effectiveness of information processing Learning occur

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