Gagné’s model of instructional design


I would have found this invaluable commencing any of the Masters in Open and Distance Education Modules

Gagné’s model of instructional design

· Conditions of learning:

· Internal conditions deal with what the learner knows to prior to the instruction.

· External conditions deal with the stimuli that are presented to the learner

FIRST STEP

Kind of outcomes to be achieved

Five types:

1. Verbal Information

2. Intellectual Skills

3. Cognitive Strategies

4. Attitudes

5. Motor Skills

SECOND STEP

Organise appropriate instructional events.

Gagne’s events of instruction:

1. Gaining attention

2. Informing the learner of the objective

3. Stimulating recall of prerequisite learning

4. Presenting the stimulus material

5. Providing learning guidance

6. Eliciting the performance

7. Providing feedback

8. Assessing the performance

9. Enhancing retention and transfer

Khadjoo. et al (2011:117)

In relation to teaching psychomotor skills:

1. Gaining attention

· Capture attention and arouse interest

· An abrupt stimulus

· A thought-provoking question

· Visual or sound stimulus (or multimedia)

2. Informing the learner of the objective

· Set learning objective

· Expectancy and motivation

· Identify, prepare, understand, perform and understand.

Stimulating recall of prerequisite learning

Associating new information with prior knowledge and personal experience and getting the learners to think about what they already know to facilitate the learning process. Khadjoo. et al (2011:117)

· Interactive discussion

· Ask questions, consider findings and confirm evidence.

Presenting the stimulus material

· New content presented

· Meaningful organisation

· Explanation and demonstration

· How to, position, monitor, test …

Khadjoo. et al (2011:118)

Providing learning guidance

· Correct performance

· Additional suggestions

· Use of examples (case studies)

· Graphical representations, mnemonics, add meaning …

Eliciting the performance

· The learner practices the new skill or behaviour.

· Confirmation of understanding

· Repetition to increase retention

Providing feedback

· Individual and immediate feedback and guidance

· Questioned answer

· Feedback from other learners

Assessing the performance

· Demonstration of what they have learned (no additional coaching or hints)

· Additional practice required

Enhancing retention and transfer

· Practice (Before, during and after)

· Spaced reviews

· Transfer of knowledge to new problems

· Practice, rest and repeat

· Consider:

o Objectives

o Setting

o Time

o Available resources

o Institutional constraints

o Content

o Number of learners (their characteristics and preferences)

REFERENCE

Gagne, R, Briggs L, Wager W, eds. (1998) Principles of instructional design. 3rd edition. New York: Holt, Rinehart and Winston.

Khaji, K, Rostami.K. How to use Gagne’s model of instructional design in teaching psychomotor skills. Gatroenterology and Hepatology. 4(3) 116-119

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