Gagne Theory Of Instruction & Learning Theory

Question 1

Gagne’s Nine events of instruction:

Answer 1

1. Gaining Attention - stimulus to alert the learner for attention
2. Informing learner of objective- goals of the instruction
3. Stimulating recall of prior learning- by question or activity
4. Presenting the stimulus-activity or content to be learned
5. Providing learning guidance-cue or strategy to promote coding
6. Eliciting performance-opportunity to practice/perform objective
7. Providing feedback-information that improves performance
8. Assessing performance- showing what was learned
9. Enhancing retention and transfer- examples, exercises and activities that prompts the learner to go beyond instruction

Question 2

Gagne’ theory of instruction comprised three components:

Answer 2

1. A taxonomy of learning outcomes that defined the types of capabilities humans can learn
2. Internal and external learning conditions associated with the acquisition of each category of learning outcome
3. Nine events of instruction that each facilitate a specific cognitive process during learning

Question 3

Three domains of learning:

Answer 3

1. Cognitive
2. Affective
3. Psychomotor

Question 4

The five categories of learning (different conditions for learning):

Answer 4

1. Verbal information
2. Intellectual skills
3. Cognitive strategies
4. Attitudes
5. Motor skills

Question 5

In most psychological theories, learning is defined as:

Answer 5

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.

Question 6

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:

Answer 6

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.

Question 7

Behavioral learning theory is empirically based, which means:

Answer 7

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.

Question 8

Because of anticipated reinforcing benefits of feedback, instructional designers employed instructional strategies:

Answer 8

Such as linear programmed instruction, which broke instruction into small steps which required learners to respond frequently for errorless performance.

Question 9

Cognitive information processing theory include three memory systems in the learner:

Answer 9

Sensory, short term and long term

Question 10

Sensory memory:

Answer 10

Learners perceive organized patterns in the environment and begin the process of recognizing and coding these patterns.

Question 11

Short term or working memory:

Answer 11

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.

Question 12

Long term memory:

Answer 12

Enables the learner to remember and apply information long after it was originally learned.

Question 13

The process_____________ provides a means for learners to make personally meaningful connections between new information and their prior knowledge.

Answer 13

Encoding

Question 14

The process of____________ enables learners to recall information from memory so that it can be applied in an appropriate context.

Answer 14

Retrieval

Question 15

Information processing stages include:

Answer 15

Attention, encoding and retrieval. Information is received, transformed and stored for later use.

Question 16

In the information processing theory, feedback serves two functions during learning:

Answer 16

1. Provides the learner with knowledge about the correctness of learner response or adequacy of learner performance.
2. 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.

Question 17

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_________________

Answer 17

Information processing

Question 18

Schematic Theory and Cognitive Load Theory. According to schema theory, knowledge is represented in long term memory as packets of information called_______________.

Answer 18

Schemata

Question 19

_________________organize information in categories that are related in systematic and predictable ways.

Answer 19

Schemata

Question 20

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.

Answer 20

Schemata

Question 21

Instructional strategies should be designed to ___________________

Answer 21

Reduce extraneous cognitive load in instructional materials.

Question 22

An example of reducing extraneous cognitive load with instructional materials is:

Answer 22

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.

Question 23

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.

Answer 23

Simple to complex

Question 24

In cognitive load theory, learning tasks should be _____________to reduce cognitive load.

Answer 24

Sequenced

Question 25

Situational learning theory can be described as:

Answer 25

Students engage in authentic practices of discipline in which a given set of problems is anchored, whether mathematics, science or history.

Question 26

The situated learning perspective occurs through

Answer 26

The learner’s participation in the practices of a community, practices that are mutually constituted by the members of the community.

Question 27

Learning as participation can be defined

Answer 27

1. Individually- as members engage in the practices of a community
2. Community wide- as members refine the practices of a community and recruit new members
3. 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

Question 28

____________stimulus to alert learner.

Answer 28

“Gaining attention” Event 1

Question 29

Event 2 is ________________

Answer 29

“Informing learner of objective”

Question 30

“Event 3 is______________

Answer 30

“Stimulating recall of prior learning”

Question 31

_______________activity or content to be learned. Event 4

Answer 31

“Presenting stimulus”

Question 32

_________________cue or strategy to promote coding. Event 5

Answer 32

“Providing learner guidance”

Question 33

______________opportunity to practice and perform objective. Event 6

Answer 33

“Eliciting performance”

Question 34

______________information that improves performance. Event 7

Answer 34

“Providing Feedback”

Question 35

_____________showing what was learned. Event 8

Answer 35

“Assessing performance”

Question 36

______________examples, exercises & activities that prompt the learner to go beyond instruction. Event 9

Answer 36

“Enhancing retention and transfer”