Robert Mills GagneLynda Cannedy

6304 Learning and CognitionFall 2009 - Sullivan

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What Do You Know?

Robert Gagne worked as a psychologist and performed research while serving in the military. Yes or No?

Robert Gagne was a constructivist. Yes or No?

Robert Gagne was best known for his theory of cognitive adaptation. Yes or No?

Robert Gagne’s theories are still used today.Yes or No?

Objectives

1. Learn about Gagne’s background and experience

2. Understand what Gagne contributed to learning theory

3. Observe practical applications of Gagne’s theories

Personal and Social Background

Early Education

Decision made in high school to study psychology

Brown University Graduate studies heavily influenced by behaviorism theories

First job as college instructor interrupted by World War II draft

Military Service

Aviation Psychology Program – Alabama worked with combat aircraft crews

Commissioned as 2nd

lieutenant

School of Aviation Medicine – Texas

Perceptual Film Research Unit – CA

Aero Medical Lab

Urgent need for efficient, effective training early in World War II

More combat aircrew testing

Perceptual ability film testing

Human engineering

Civilian Service

Connecticut College professor

1949 - Joined Air Force Personnel and Training Center

Consultant to DOD

Maintenance Lab at Lowry AFB – CO

Lab developed training requirements for new weapons systems

Researched transfer of training in motor tasks for Navy

Research Director of Perceptual and Motor Skills Lab

Technical Director of training research

Basics still used by USAF today

Academic Shift

1958 – Psychology professor at Princeton

Helped develop “Science-A Process Approach”

1962 – American Institutes for Research

Published “The Conditions of Learning” book

Professor at Univ. of CA –Berkeley

1969 – Florida State Univ. professor

Sputnik crisis in 1950’s put focus on math and science in schools

Heavy research on training and human performance assessments

Educational research

Principles of Instructional Design

Personal Life

Was married to Pat, a biologist

Had two children – Sam and Ellen◦ Ellen is educational psychologist

Had incredible memory

Liked to read modern fiction

Liked to design and create furniture out of wood

Contributions

Cumulative Learning Theory

Behavioral learning results from the cumulative effects of learning

Learning is a major causal factor in development rather than a factor merely involved in adaptation

Child progresses by learning an ordered set of capabilities which build through differentiation, recall, and transfer of learning

Learning Hierarchies

Put cumulative learning theory into practice

Used to determine appropriate content for instruction

Reflected shift from focus on behavioral reinforcements to nature of behaviors

Specific Responses

Discriminations Classifications RulesComplex

Behaviors (Problem-Solving)

Domains of Learning

Categories of Learning Outcomes andRelevant Instruction

Motor Skills

Verbal Information

Intellectual Skills

Cognitive Strategies

Attitudes

•Practice

•Organized meaningful context

•Prior learning of skills

•Continual challenges to thinking

•Human model

Events of Instruction -Conditions of Learning

Gagne's Nine Events of Instruction Events of Cognitive/Learning Process

1. Gaining attention Reception / Motivation

2. Informing learners of objective Establishment of expectancies

3. Stimulating recall of prior learning Retrieval (from long-term memory)

4. Presenting stimulus material Selective perception

5. Providing learning guidance Semantic encoding

6. Eliciting performance (practice) Response generation

7. Providing feedback Reinforcement

8. Assessing performance Metacognition

9. Enhancing retention and transfer GeneralizationGagne, R., Briggs, L. & Wager, W. Principles of Instructional Design (4th Ed., 1992)

Books and Publications

Gagne had well over 100 published articles and numerous books including:

The Conditions of Learning (1965, 1970, 1977, 1985)

The Conditions of Learning: Training Applications(1995)

Instructional Media: A Procedure for the Design of Multimedia Instruction (1967)

Principles of Instructional Design (1974, 1979, 1988, 1992, 2004) still used as textbook today

Applications

Instructional Design

Have you taken an Instructional Design course? Yes or No?

UTB uses the Dick and Carey model which is heavily influenced by Gagne

Gagne’s Nine Events of Instruction are still used in educational training today

Example of Nine Events Making GORP

1. Gain attentionShow a handful of GORP. Talk about how delicious it is.

2. Inform learner of objectiveToday we will learn to make GORP.

3. Recall prior knowledgeHas anyone ever eaten GORP? Where? When? What is it made of?

4. Present materialShow learners how to make GORP.

Making GORP (continued)

5. Provide guided learningProvide pictures of steps involved in procedure

6. Elicit performanceGive learners ingredients to make their own

7. Provide feedbackCirculate around to observe and help learners

8. Assess performanceExamine GORP. If correctly made, learner mayeat GORP.

9. Enhance retention and transferHave learners make GORP during the week for asnack

E-Learning Applications

“Applying Gagne’s nine-step model to any training program is the single best way to ensure an effective learning program.”

Kevin KrusePresidentAXIOM Professional Health LearningE-Learning Columnist

Free Screensaver Download

http://www.download3k.com/Desktop-Enhancements/Screensavers/Download-Gagne-s-Nine-Events-of-Instruction-Screensaver.html

Attributions

Sources

American Psychological Association. (1982). 1982 American Psychological Association Distinguished Scientific Award for the Applications of Psychology (Appendix A). Retrieved September 9, 2009 fromhttp://www.ibstpi.org/Products/pdf/appendix_A-C.pdf

Carey, James O., Carey, Lou, & Dick, Walter. (2005). The systematic design of instruction (6th ed.). Boston: Pearson.

Gagne, R. M. (1968). Contributions of learning to human development, Psychological Review, 75, 177-191. Retrieved September 10, 2009 from http://www.ibstpi.org/Products/pdf/chapter_1.pdf

Gagne, R.M. (1968). Learning hierarchies. Educational Psychologist, 6, 1-9. Retrieved September 10, 2009 from http://www.ibstpi.org/Products/pdf/chapter_2.pdf

Gagne, R.M. (1972). Domains of learning, Interchange, 3. 1-8. Retrieved September 10, 2009 from http://www.ibstpi.org/Products/pdf/chapter_3.pdf

Gagnè, R.M. (1985).The conditions of learning and the theory of instruction, (4th ed.), New York: Holt, Rinehart, and Winston.

Gagne, R. M. (1988). Mastery learning and instructional design, Performance Improvement Quarterly, 1(1), 7-18. (EJ 369 812). Retrieved September 9, 2009 from http://www3.interscience.wiley.com/journal/121459945/abstract

Sources (continued)

Gagne, R. M., & Merrill, M. D. (1990). Integrative goals for instructional design, Educational Technology Research & Development, 38(1), 23-30. (EJ 412 117). Retrieved September 9, 2009 from http://www.springerlink.com/content/814531r4h046j43v/fulltext.pdf?page=1

Killpatrick, L. (2001). Gagne's nine events of instruction. In B. Hoffman (Ed.), Encyclopedia of educational technology. Retrieved September 10, 2009, from http://coe.sdsu.edu/eet/articles/gagnesevents/start.htm

Kruse, Kevin. (2006). Gagne’s nine events of instruction: an introduction. E-learning guru. Retrieved from September 9, 2009 from http://www.e-learningguru.com/articles/art3_3.htm

Richey, Rita C. (Ed.).(2000).The legacy of Robert Gagne. Retrieved September 9, 2009 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/83/ab.pdf

Untiedt, Hannelie. (June, 2001). Steps in web development: analysis. Edu-web-guide.Retrieved September 9, 2009 from http://hagar.up.ac.za/catts/learner/2001/untiedt_jsh/projects/iso/design/step1_1.htm

Presentation prepared using Microsoft Office 2007 Power Point software