Principles of Design & Mgmt.
in Distance Education - Gagnè's
Instructional Design Theory
My Video on Gagnè's Instructional Design
Theory
Gagnè's Instructional Design Theory
For
this blog post, I choose the Gagnè's Instructional Design Theory. Robert Gagnè
recorded his instructional theory in his book “The Condition for Learning”. His theory is based on nine events of
instructions and they are:
·
Gain
attention
·
Inform
learners of objectives
·
Stimulate
recall of prior learning
·
Present
the content
·
Provide
“learning guidance”
·
Elicit
performance (practice)
·
Provide
feedback
·
Assess
performance
·
Enhance
retention and transfer to the job (University of Florida, 2017)
Robert
M. Gagné made a lasting mark on the field of education in curriculum design.
His contributions are recognized and were integrated into instructional
planning; His instructional design found its place in several other fields
including the military, the medical field, engineering, and, leadership (Tough,
2012).
Gagne's
Instructional Design provides several opportunities to the learner to gain an
understanding of the lesson or material being taught using guided learning,
independent practice, feedback, and review of the lesson. These opportunities
tend to benefit the Below Average student because it allows more time on the
lesson or material covered. This group of students would have the patience to
go through the nine steps. In comparison, the Above Average student may become
distracted and feel no need for the nine steps of this module (University of
Florida. (2017).
According
to Tough (2012), the instructions must be intentional and arranged by the
teacher for the learning process to be effective. Yes, this design would take
effort and purpose to prepare but it would prove effective for learners. There are many strengths to this model;
however, a weakness that may be difficult is the stimulate recall of prior
learning to an online learning class.
Based
on the nine events of Gagne’s Instructional Design Theory, I would use the nine
events in three groups. Group 1 Introduction; I would begin the online
instructional unit with a “Set”; something that would catch their attention to
draw the students into the lesson. Then, I would provide the unit’s goals and
learning objectives. I would remind the students to reflect and recall previous
learned information that has already been covered. Group 2 Lesson; I would
present the lesson, provide a guided assignment, and then the elicit
performance (independent practice). Group 3 Evaluation; I would provide
feedback, assess their work, test the students to see if they have retained the
information and if its transferable.
References
Tough,
D. (2012). A focus on Robert Gagné's instructional theories: Application to
teaching audio engineering. MEIEA
Journal, 12(1), 209-220.
Retrieved from http://ezproxy.liberty.edu/login?url=http://search.proquest.com.ezproxy.liberty.edu/docview/1518285846?accountid=12085
University of
Florida. (2017). Gagne’s 9 events of instruction. Retrieved from
http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/
Your post was very informative Evonne, and I now know much more about the Gagne's Theory. It was interesting to note how this theory fits better with the below average students and helps them through a step-by-step process to accommodate their learning. I can see how the above average students could become impatient with these steps and cause boredom. As you mentioned, this design could become tedious and require work and effort on the instructor's part. These nine steps have many attributes of traditionalism and behaviorism where it presents the content, elicits the performance (practice) and then assesses the performance. Great blog! - Shawna Shafer
ReplyDeleteEvonne,
ReplyDeleteI really enjoyed this blog post and found it very informative. I wasn't actually aware that the model we base our teaching off of was derived from Gagnes Instructional Design Theory. As I was reading through your post, I immediately recognized that this is what I do. We have an, "I do, you do, we do" model, which is exactly what you're discussing, "guided learning, independent practice, feedback & assessment". I definitely agree with both of your statements that this model is completely necessary for learners who are striving to catch up, but may be boring or unnecessary for high level learners. I also agree with you that it may be difficult to use this theory in an online class because the "prior learning" of each student may be different based on the courses they have taken. However, I think that's why so many of these courses have prerequisites, so we all have a similar foundation. Furthermore, Dr. Courduff's lessons build on one another for that exact reason, to build on prior learning. Again, great post, it was extremely informative and I enjoyed your last section about your groups 1, 2, and 3 and how you would organize them, I would do it exactly the same way.
Katelynn Wheeler