Organizing contents Gagne Posner & Strike Reigeluth SEQUENCING Organizing contents Gagne Posner & Strike Reigeluth

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Film making vs. learning Ed Wood (directing, observed by the film’s financial backer): "Cut! Print! That was perfect!" Backer: "Perfect? Mr. Wood, don't you know anything about the art of film production?" Ed Wood: "Well, I like to think so!" Backer: "That cardboard headstone fell over … this graveyard is obviously phony!" Ed Wood: "No one will ever notice! Filmmaking is not about the little details. It's all about the big picture!" Backer: "The big picture? Then how come a few minutes ago this scene was set in the daytime but now it's suddenly night?" Ed Wood: "What do you know? Haven't you ever heard of suspension of disbelief?" Unlike Ed Wood's movies, learning often needs to be performed in certain sequences so that the learner does not become utterly confused.

Key Terms Sequence. A process of how to group and order the content. Orders in which learners are introduced to information and tasks essential to job performance. Rules for sequencing instruction provide guidance for instructional designs. Sequencing strategies.

Importance of Sequencing To ensure effective learning/instruction Learners should be introduced to work activities systematically

HOW? A proper sequence provides the learners with a pattern of relationship so that each activity will have a definite purpose. The more meaningful the content, the easier it is to learn and, consequently, the more effective the instruction.

HOW? Proper sequencing also helps to avoid inconsistencies in the content of the instruction. When material is carefully sequenced, duplication is far less likely.

THEORY Elaboration Theory (English & Reigeluth): Macro theory of design; Based on a holistic alternative to the part/whole sequencing. Relevant for complex tasks Gagne-Briggs Theory: Applicable to cognitive, behavioral, and attitudinal learning. Provides set of procedures to follow for each instructional events

POSNER & STRIKE APPROACH Learning-related World-related Concept-related

Learning-related sequencing Phenomenon Prescription Identifiable prerequisite Teach a skill required to perform another skill first Teach addition of whole numbers before teaching addition of fraction Familiarity Begin with the most familiar information and then progress to the most unknown Difficulty Teach the less difficult before the more difficult Interest Begin with topics or tasks that will create the most learner interest Development Ensure that the learner has reached the appropriate developmental level before teaching a task or topic

World-related sequencing Phenomenon Principle Spatial Left to right, top to bottom, north to south Temporal Historical; first, second, third; fast to slow; Chronological Physical Roundness, hardness, large to small, colour

Concept-related sequencing Class relations: Teach characteristics of a class before teaching members of the class. Propositional relations: Provide examples first. Sophistication: Begin with concrete/simple and then proceed to abstract or complex Logical prerequisite: Teach the logical concepts first.

Elaboration Theory Content Expertise Real to theory Whole to part Task Expertise Simple to complex

Approaches to Sequencing Chronological sequencing (job performance order) Topical sequencing Whole-to-part sequencing Part-to-whole sequencing Known-to-unknown Step-by-step Part-to-part-to-part General to specific

Step-by-step sequencing