Robert Gagn

1
Robert Gagnés Nine Events of Instruction

• Organization is the hallmark of effective
  instructional materials
• Robert Gagné
• 1916-2002
• Art Wolfskill, ALEC 601

2
Gagnés Theoretical Background

• Robert Gagné is best known for his
• Learning Outcomes
• Learning Conditions
• Nine Events of Instruction
• Gagnés theories have been applied to
  instructional design in many other areas
• Military
• Instructional Systems Development
• Flying
• Lots of others

3
Gagnés Theoretical Background

• Gagnés theory should be classified as
  instructional theory - as opposed to learning
  theory.
• A learning theory consists of a set of
  propositions and constructs that account for how
  changes in human performance abilities come
  about.
• An instructional theory describes the conditions
  under which one can intentionally arrange for the
  learning of specific performance outcomes.

4
Gagnés Theoretical Orientation

• Gagnés instructional theory tends to side with
  behavioristic principles (teacher-centered
  approach)
• He focuses on outcomes/behaviors that result from
  instruction
• He believes that the results of learning are
  measurable through testing, and that drill,
  practice, and immediate feedback are effective.
• As a result, he does have some hecklers!

5
Gagnés Theoretical Orientation

• Gagnés theories became influenced by cognitive
  theorists. He proposed that the
• information-processing model of learning
  could be combined with behaviorist concepts
  to provide a more complete view of learning
  tasks (Molenda, 2002)

6
Tying the Nine Events of Instruction to Learning

• When the Events of Instruction occur, internal
  learning processes take place that lead to
  various learning outcomes. (Campos, 1999)
• The Events of Instruction constitute a set of
  communications to the student, which have the aim
  of aiding the learning process.
• Instruction consists of a set of events external
  to the learner designed to support the internal
  processes of learning.
• (Gagné, Briggs, Wager, 1988)
• The theory outlines Nine Instructional Events and
  their corresponding processes.

7
The Nine Events of Instruction

•  Event of Instruction
• 1. Gaining attention
• Giving learner a stimulus to ensure reception of
  coming instruction
• 2. Informing the learner of the objective
• Telling learner what they will be able to do for
  the instruction
• 3. Stimulating recall of prior learning
• Asking for recall of existing relevant knowledge

• Learning Process
• Attention
• Expectancy
• Retrieval to working memory

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The Nine Events of Instruction

•  Event of Instruction
• 4. Presenting the stimulus
• Displaying the content
• 5. Providing learner guidance
• Supplying organization and relevance to enhance
  understanding
• 6. Eliciting performance
• Asking learners to respond, demonstrating
  learning

• Learning Process
• Pattern recognition selective perception
• Chunking, rehearsal, encoding
• Retrieval, responding

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The Nine Events of Instruction

• Events of Instruction
• 7. Providing Feedback
• Giving immediate feedback on learner's
  performance.
• 8. Assessing performance
• Assessing and providing feedback to learners
• 9. Enhancing retention and transfer
• Providing diverse practice to generalize the
  capability

• Learning Process
• Reinforcement, error correction
• Responding, retention
• Retention, retrieval, generalization

10
Gagnés Detractors

• Donald Clark
• Called Gagné a closet behaviourist
• Gagné's Nine Dull Commandments
• Follow the recipe and learning will surely
  follow!
• Retrieved on 02 Mar 07 from http//donaldclarkplan
  b.blogspot.com/2006/09/gagnes-nine-dull-commandmen
  ts.html

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The Nine Events of Instruction

• Keep in mind that the exact form of these events
  is not something that can be specified in general
  for all lessons, but rather must be decided for
  each learning objective.
• The events of instruction must be deliberately
  arranged by the teacher to support learning
  processes.
• (Gagné, Briggs, Wager, 1988)

12
References

• Campos, T. (1999). Gagnés contributions to the
  study of instruction. http//chd.gse.gmu.edu/immer
  sion/ knowledgebase/theorists/cognitivism/gagne.h
  tm
• Clark, D. (2006). Gagnés nine dull commandments.
  http//donaldclarkplanb.blogspot.com/
  2006/09/gagnes-nine-dull-commandments.html
• Driscoll, M. (2000). Psychology of learning for
  instruction, 2nd edition. New York Allyn
  Bacon. Unit 6 Gagnés Instructional Design
  theory. http//education.indiana.edu/p540/webcour
  se/gagne.html
• Fields, D. (1996). The Impact of Gagnés Theories
  on Practice. EDRS-Academic Search Database.
• Gagné, Briggs, Wager.1988. Principles of
  Instructional Design. Holt, Rinehart Winston
  New York.
• Gagnés Nine Events of Instruction
  -- http//online.sfsu.edu/foreman/itec800/finalpr
  ojects/annie/gagnesnineevents.html
• Gagnés Nine Events of Instruction.
  http//coe.sdsu.edu/eet/articles/gagnesevents/inde
  x.htm
• Kruse, K. Gagnés Nine Events of Instruction An
  Introduction. www.e-learningguru.com/articles/a
  rt3_3.htm
• Molenda, M. (2002). A New Framework for Teaching
  in the Cognitive Domain. ERIC Digest. Academic
  Search Premier Database.
• Richey, R. C. (1996). Robert M. Gagnés Impact on
  Instructional Design Theory and Practice of the
  Future. EDRS-Academic Search Database.
• Selwyn. 1999. A Constructivist Learning Event
  Following Gagnés Steps of Instructional Design.
  http//hagar.up.ac.za/catts/learner/smarks/constr
  uctionist-Gagne.htm