Instructional Design the approach of Robert Gagne ( Conditions of Learning, 1985)

Instructional Design n concerned with arranging external events (external to the mind) that support internal processes (internal to the mind) n a guide for organising what teachers and learners do that influences what goes on inside learners’ minds so that they can learn

Instructional Design n how to organise instruction to achieve specific learning objectives n critical aspects of instruction - the kind of outcomes to be learned - the events of instruction - the sequence of instructional events - the appropriate activities within each event

Instructional Design (Gagne) n consider the outcome to be achieved - what kind of objective/outcome? n organise specific instructional events - provide information, activities, and interactions to facilitate learning

Events of Instruction (Gagne) n Gaining attention n Informing the learner of the objective n Stimulating recall of prerequisite learning n Presenting stimulus material n Providing learning guidance n Eliciting the performance n Providing feedback about performance correctness n Assessing the performance n Enhancing retention and transfer

The teacher Provokes interest through statement or question or use of media n Makes it clear where the session is going and what should be achieved n Refers to earlier relevant learning and indicates its links with the new topic n Tunes in to the correct wavelength n Recalls relevant prior knowledge n Starts to shape up for new learning (create ideational scaffolding) Gaining attention Informing learners of objectives The student Stimulating recall of prior learning

The teacher Concepts and principles presented in organised structured way n Explanations provided n Links suggested back to other subjects n Links projected forward to application n Builds up his/her knowledge structure n Exercises thinking abilities to work things out, find meaning, and build links between ideas n Tries to envisage how the new knowledge can be applied Presenting the Content The student Providing Learner Guidance

The teacher Checks that the students have learned what was to be learned n Provides corrective/ supplementary guidance as required n Confirms that learning has taken place n Summarises and encourages thinking about application n Responds to questions by checking his/her understanding n Corrects misunderstanding n Monitors understanding (metacognition) n Thinks about how knowledge can be applied Elicits Performance The student Assesses Performance Provides Feedback Enhances Transfer

Instructional Design - the Schema Theory approach

Schema activation n helping the learner to “tune-in” to the correct wavelength n encouraging the learner to bring to mind relevant prior knowledge n assisting the learner to prepare his/her prior knowledge to be the foundation on which new knowledge will now be constructed

Schema construction Helping the learner to make sense of the new material by: n linking it to existing knowledge n making it relevant to learning need n highlighting its significance to future practice n presenting it in an organised and structured way n providing appropriate explanations

Schema construction Recognising the nature of the learning that needs to take place and facilitating such learning accordingly: n learning of concepts n learning of principles n learning of problem-solving n learning of skills & procedures n learning of attitudes

Schema refining n reviewing the topic to give the learner a chance to check his/her construction n reviewing what has been presented to let the learner reflect upon what had been learned n reviewing the topic and projecting forward to situations that let the learner make application of what has been learned

n Essentially a learning hierarchy analysis n Diagrammatic representation of the learning-prerequisite relations among the components of the subject matter Topic Analysis Blood Pressure Systolic Pressure Diastolic Pressure

Task Analysis n Procedural-prerequisite relations : The performer must do X before he can do Y n Procedural-decision relations : Given condition A, the performer must do X rather than Y or Z

Events of Instruction (Gagne) n Gaining attention n Informing the learner of the objective n Stimulating recall of prerequisite learning n Presenting stimulus material n Providing learning guidance n Eliciting the performance n Providing feedback about performance correctness n Assessing the performance n Enhancing retention and transfer

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