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

2. THANK YOU

3. 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.

4. 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.

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

6. 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.

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

8. 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

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

10. 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

11. 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

12. 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.

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

14. 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

15. Step-by-step sequencing