1. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Robert Mills Gagné

2. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level

3. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Overview A theory of instructional design: Taxonomy of learning outcomes Internal and external conditions of learning Nine events of instruction Learning hierarchies Instructional (learning) objectives

4. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level A Definition of Learning Learning is the mechanism by which an individual becomes a competently functioning member of society Instruction is the arrangement of conditions of learning to promote attainment of some goal

5. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Learning Outcome Categories A formal and unique class of human performance that occurs through learning Applies to a widely diverse set of human activities Requires different instructional treatments, prerequisites and processing requirements by the learner Factors affecting the learning of each category should generalize to tasks within but not across categories

6. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Categories of learning outcomes 1. Verbal information acquisition of declarative knowledge 2. Intellectual skills (next slide) interacting with the environment using symbols 3. Motor skills the production of mechanical operations/behaviors 4. Attitudes capabilities that influence an individual’s choice about the kinds of actions to take 5. Cognitive strategies metacognition / strategic knowledge

7. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Intellectual Skills: A hierarchy Discriminations ability to distinguish one feature of an object from another Concrete Concepts learning to identify examples of objects, object qualities or relations Defined Concepts learning to identify concepts by definition Rules make it possible for us to do something, using symbols, and to respond to a class of things with a class of performances Higher-Order Rules a complex rule made up of simpler rules

8. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Gagné’s Principle Arranging the appropriate conditions for learning OBJECTIVESTRATEGY ONE

9. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Internal Conditions of Learning essential prerequisites particular skills that become an integral part of new learning supportive prerequisites capabilities that facilitate learning, regardless of the type of outcome

10. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Learning Hierarchies Essential prerequisites can be diagrammed as learning hierarchy Indicates what competencies must be acquired Results from task analysis, working backward from terminal objective to known (entry) skill Basis for sequencing instruction

11. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Example: learning hierarchy

12. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level External Conditions of Learning External events are those events outside the learner that activate and support the internal processes of learning. The appropriate provision of external events is the framework for planning instruction.

13. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Nine Events of Instruction 1. 1.Gain Attention 2. 2.Inform learner of objectives 3. 3.Stimulate recall 4. 4.Present stimulus material 5. 5.Provide guidance 6. 6.Elicit performance 7. 7.Provide feedback 8. 8.Assess performance 9. 9.Enhance retention and transfer

14. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Nine Events of Instruction:Example: 1. Gaining attentionInstructor flip lights on and off 2. Informing learner of the objectiveInstructor tells students what they will study 3. Stimulating recall of prerequisitesReview yesterday’s work 4. Presenting the stimulus materialText and other media in order to meet desired outcome 5. Providing learning guidanceShow an example of a problem 6. Eliciting the performanceAsk students to solve 10 questions 7. Providing feedbackReinforcement and error correction of material learned 8. Assessing the performanceStudents perform new skill, take tests, construct portfolio 9. Enhancing retention and transferAble to generalize and transfer skills to new problems or situations Examples

15. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Preparing Instructional Objectives “Once an instructor decides he will teach his students something, several kinds of activities are necessary on his part if he is to succeed. He must first decide upon the goals he intends to reach at the end of his course or program. He must then select procedures, content, and methods that are relevant to the objectives; cause the student to interact with the appropriate subject matter in accordance with principles of learning; and, finally measure or evaluate the student's performance according to the objectives or goals originally selected.” (Mager, p. 1)

16. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Reasons for Instructional Objectives Purposeful Education Organizing Content Preparing Assessment & Evaluation Providing feedback

17. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Performance Objectives situation learned capability verb - LCV object action verb tools, constraints, special conditions

18. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Example objective for an intellectual skill [situation] Given an illustration of three triangles, two the same and one different, the student [verb] discriminates [object] the figure that is different [action] by pointing to it.

19. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Writing specific instructional objectives 1. Describe what you want learners to be doing when demonstrating achievement and indicate how you will know they are doing it 2. In describing, identify and name the behavioral act that indicates achievement, define the conditions under which the behavior is to occur, state the criteria of acceptable performance 3. Write a separate objective for each learning performance