Gagne Theory Of Instruction & Learning Theory Flashcards
Gagne’s Nine events of instruction:
- Gaining Attention - stimulus to alert the learner for attention
- Informing learner of objective- goals of the instruction
- Stimulating recall of prior learning- by question or activity
- Presenting the stimulus-activity or content to be learned
- Providing learning guidance-cue or strategy to promote coding
- Eliciting performance-opportunity to practice/perform objective
- Providing feedback-information that improves performance
- Assessing performance- showing what was learned
- Enhancing retention and transfer- examples, exercises and activities that prompts the learner to go beyond instruction
Gagne’ theory of instruction comprised three components:
- A taxonomy of learning outcomes that defined the types of capabilities humans can learn
- Internal and external learning conditions associated with the acquisition of each category of learning outcome
- Nine events of instruction that each facilitate a specific cognitive process during learning
Three domains of learning:
- Cognitive
- Affective
- Psychomotor
The five categories of learning (different conditions for learning):
- Verbal information
- Intellectual skills
- Cognitive strategies
- Attitudes
- Motor skills
In most psychological theories, learning is defined as:
A persisting change in human performance or performance potential, with performance potential referring to the fact that what is learned may not always be exhibited immediately.
B. F. Skinner (behaviorism) believed that learning can be understood, explained and predicted entirely on the basis of observable events, namely, the behavior of the learner along with its environmental antecedents and consequences:
Antecedents refer to clues occurring in the environment that signal the appropriateness of a given behavior. For example, a stop sign signals a driver to stop. According to Skinner the consequences of behavior determine if it is repeated and considered to be learned behavior. For example, a learner who tries a new strategy for finding information on the internet would likely keep using it if it proved to be successful, thus, reinforced behavior.
Behavioral learning theory is empirically based, which means:
Behavior is observed before and after intervention such as instruction has been implemented and the observed changes in performance are related to what occurred during the intervention. If there is no change in behavior, the intervention was ineffective (formative evaluation). Feedback can be considered reinforcement.
Because of anticipated reinforcing benefits of feedback, instructional designers employed instructional strategies:
Such as linear programmed instruction, which broke instruction into small steps which required learners to respond frequently for errorless performance.
Cognitive information processing theory include three memory systems in the learner:
Sensory, short term and long term
Sensory memory:
Learners perceive organized patterns in the environment and begin the process of recognizing and coding these patterns.
Short term or working memory:
Permits the learner to hold information briefly in mind to make further sense of it and to connect it with other information already in long term memory.
Long term memory:
Enables the learner to remember and apply information long after it was originally learned.
The process_____________ provides a means for learners to make personally meaningful connections between new information and their prior knowledge.
Encoding
The process of____________ enables learners to recall information from memory so that it can be applied in an appropriate context.
Retrieval
Information processing stages include:
Attention, encoding and retrieval. Information is received, transformed and stored for later use.
In the information processing theory, feedback serves two functions during learning:
- Provides the learner with knowledge about the correctness of learner response or adequacy of learner performance.
- Provide corrective information the learner can use to modify performance.
Note: Feedback completes a learning cycle where feedback can be used to continually modify what is stored in memory and used to guide performance.
Cognitive Information Processing Theory. This theory rose to prominence in the 1970’s. The birth of computers after WW II provided a concrete way of thinking about learning and a consistent framework for interpreting early work on memory, perception and learning. Stimuli became inputs, behavior became outputs and what happened in between was thought of as_________________
Information processing
Schematic Theory and Cognitive Load Theory. According to schema theory, knowledge is represented in long term memory as packets of information called_______________.
Schemata
_________________organize information in categories that are related in systematic and predictable ways.
Schemata
High cognitive load is put on learners when they do not have appropriate or automated ____________to access or when the learning task imposes a heavy demand on working memory processes.
Schemata
Instructional strategies should be designed to ___________________
Reduce extraneous cognitive load in instructional materials.
An example of reducing extraneous cognitive load with instructional materials is:
This include providing worked examples and partially completed problems that learners review or finish solving. In multimedia instruction, it is suggested that narration, rather than on screen text, be used with animation or diagrams so that learners attention is not split between two sources of visual input.
The evolution of cognitive load theory has focused increasing attention on learning complexed cognitive skills; learners are gradually introduced to a series of task classes, each of which represents, on a _____________to____________continuum, a version of the whole task.
Simple to complex
In cognitive load theory, learning tasks should be _____________to reduce cognitive load.
Sequenced
Situational learning theory can be described as:
Students engage in authentic practices of discipline in which a given set of problems is anchored, whether mathematics, science or history.
The situated learning perspective occurs through
The learner’s participation in the practices of a community, practices that are mutually constituted by the members of the community.
Learning as participation can be defined
- Individually- as members engage in the practices of a community
- Community wide- as members refine the practices of a community and recruit new members
- Organizationally- as members sustain the interconnected communities of practice through which an organization knows what it knows and thus becomes effective and valuable as an organization
____________stimulus to alert learner.
“Gaining attention” Event 1
Event 2 is ________________
“Informing learner of objective”
“Event 3 is______________
“Stimulating recall of prior learning”
_______________activity or content to be learned. Event 4
“Presenting stimulus”
_________________cue or strategy to promote coding. Event 5
“Providing learner guidance”
______________opportunity to practice and perform objective. Event 6
“Eliciting performance”
______________information that improves performance. Event 7
“Providing Feedback”
_____________showing what was learned. Event 8
“Assessing performance”
______________examples, exercises & activities that prompt the learner to go beyond instruction. Event 9
“Enhancing retention and transfer”
