Instructional Design Using Gagne

1
Instructional Design Using Gagnes Events of
Instruction

• By Bob Perkins
• College of Charleston

2
Objective
The objectives of this lesson The purpose of
this lesson is to focus on instructional design
as it applies to CAI. There are many
instructional design theories, but we are going
to take one instructional design theory, Robert
Gagne's Events of Instruction, and show you how
it can be incorporated into a hypermedia lesson
that you are creating. Gagne's theory is also
appropriate for all means of instruction, not
just CAI.
3
In creating educational software, as with
putting together any type of lesson, certain
things help to make the learning of the objective
of the lesson more likely to be accomplished.
In creating educational software (Computer-Aided
Instruction or CAI), there are three main areas
of concern 1. content
2. instructional design
3. computer programming
4
In creating educational software, as with
putting together any type of lesson, certain
things help to make the learning of the objective
of the lesson more likely to be accomplished.
In creating educational software (Computer-Aided
Instruction or CAI), there are three main areas
of concern 1. content
2. instructional design
3. computer programming
5
Content
Content refers to the subject matter, or
information that is taught in the lesson. No
matter what the media used to teach, certain
material must be learned to meet the objectives.
6
Instructional Design
Instructional design is based on learning
theory. It is not specific to computer-aided
instruction, but can be used with all forms of
teaching. Instructional design includes how
information is to be presented to students
including learning styles, sequencing material,
etc. as well as the layout and design of
educational materials. There are certain
things (events) that if they happen, learning is
more likely to occur. Some general examples are
making sure the reading level of the lesson is at
a level the students understand, or using
auditory, visual, and kinesthetic methods to
teach so that all learning styles can be tapped.
7
Computer Programming
In the case of Computer Aided Instruction (CAI),
the lesson must also become a computer program.
This can be done by using programming languages
such as BASIC or Pascal, or by using an authoring
system or hypermedia program such as HyperCard,
HyperStudio or PowerPoint.
8
The purpose of this lesson is to focus on
instructional design as it applies to CAI.
There are many instructional design theories,
but we are going to take one instructional design
theory, Robert Gagne's Events of Instruction, and
show you how it can be incorporated into a
hypermedia lesson that you are creating. Gagne's
theory is also appropriate for all means of
instruction, not just CAI. Gagne included
two parts to each Event of Instruction. The
first is INTERNAL LEARNING PROCESS, or
theoretically, what should be going on inside the
student's head. The second part is EXTERNAL
INSTRUCTIONAL EVENTS, or the practical
application of this event within a lesson, what
the teacher should make sure happens for the
lesson to be learned. You will see arrows
at the bottom of this (and most) screens. By
clicking on the arrow pointing left, you can go
to the previous screen. The right arrow takes
you to the next screen.
9
Each new Event of Instruction will be presented
on a slide similar to this. It will consist of
the INTERNAL LEARNING PROCESS, which is
theoretical. It will also have the name of the
Event underlined and in bold (e.g. Alerting). You
will need to know the name. This will be
followed by EXTERNAL INSTRUCTIONAL EVENTS. These
are practical ways of applying the Events to
Computer-Aided Instruction. As teachers
creating lessons, it is the EXTERNAL
INSTRUCTIONAL EVENTS that you will focus on.
INTERNAL LEARNING PROCESS Alerting the learner
to receive stimulation.
EXTERNAL INSTRUCTIONAL EVENTS Gaining attention
and keeping it. Use methods to attract and hold
the attention of students through motivating
presentation of material.
10
Each new Event of Instruction will be
followed by a slide similar to this. It will
show examples of how that particular Event of
Instruction might appear in a lesson using the
EXTERNAL INSTRUCTIONAL EVENTS. The
Explanation Window on the bottom of these slides
will point out how the slide meets that Event.
Explanation Window
11
Main Menu
Alerting
Expectancy
Retrieval
Selective Perception
Semantic Encoding
Responding
Reinforcement
Cueing Retrieval
Generalization
MENU
12
Alerting
INTERNAL LEARNING PROCESS Alerting the learner
to receive stimulation.
EXTERNAL INSTRUCTIONAL EVENTS Gaining attention
and keeping it. Use methods to attract and
hold the attention of students through motivating
presentation of material.
MENU
13
Click on the speaker to start, Pres ESC to stop
F-22 climbs during first flight, available at
http//www.af.mil/photos/Oct1997/f22first4.html
Explanation Window First, you must gain the
attention of the student. Sound, graphics of
appealing objects, and catchy titles work. .
MENU
14
Click on the speaker to start, Pres ESC to stop
Explanation Window Maintaining the
attention of the student also must be done.
Sound and relevant graphics may be used, but be
careful not to put in useless material that would
be distracting. Sound consumes much memory
and graphics or sounds that do not help teach can
take student's attention away from the lesson.
MENU
15
Explanation Window Color definitely is
appealing, and in some cases such as when you are
teaching the colors, necessary. Do not, however,
put too many different colors on one screen, it
will distract students .
MENU
16
MENU
17
Press to Return
MENU
18
Press to Return
MENU
19
Press to Return
MENU
20
The previous slides (there were actually four)
were from a lesson called
Earth Activities By Suzanne Keith
Explanation Window Animation has a place in
computerized lessons as demonstrated in the
previous slide(s). However, if it is not
teaching the lesson, it may distract students.
Don't put in unnecessary animation.
MENU
21
Other suggestions Use things that are already
interesting to the students 1. Sports as a
setting or for characters 2. TV characters
3. Use adventure as a setting 4. Music 5. Humor
Explanation Window Because the setting or the
characters that you use in your lesson are
interesting to the students, they may help to
maintain student interest in the lesson. They
can either teach or be used for reinforcing
correct answers. Graphics must be present
MENU
22
Expectancy
INTERNAL LEARNING PROCESS Acquiring an
expectancy of the results of learning.
EXTERNAL INSTRUCTIONAL EVENTS Inform the learner
of lesson objectives. By letting students know
what they will be learning (the objective of the
lesson), they will focus on those parts of the
presentation that are related to the objective of
the lesson.
MENU
23
The objectives of this lesson The purpose of
this lesson is to focus on instructional design
as it applies to CAI. There are many
instructional design theories, but we are going
to take one instructional design theory, Robert
Gagne's Events of Instruction, and show you how
it can be incorporated into a hypermedia lesson
that you are creating. Gagne's theory is also
appropriate for all means of instruction, not
just CAI.
Explanation Window This information appeared
earlier in this lesson to let you know why you
were being taught this information. This is the
objective of this lesson, to teach instructional
design. Tell students what they will learn so
that they look for the information related to the
objectives.
MENU
24
Retrieval
INTERNAL LEARNING PROCESS Retrieval of items in
long term memory.
EXTERNAL INSTRUCTIONAL EVENTS Stimulate recall
of prerequisite knowledge. Students may need to
be reminded or have access to information that
they have already been taught but that they have
forgotten that will be necessary to accomplish
the objective in the new lesson.
MENU
25
Remember Words
HyperMedia
Button
Explanation Window Previously in class, I had
taught you that minimally, hypermedia lessons
consisted of graphics, text, and buttons. I am
reminding you of this previously taught, but
prerequisite knowledge for you to use in
combination with this new knowledge
(instructional design theory) to create CAI.
MENU
26
Times Tables
Explanation Window Give students access to
prerequisite information they may need. This
card is teaching multiple digit multiplication,
but students will need basic times table
knowledge to continue. If they forgot a
particular fact, HELP!!! is there.
MENU
27
Selective Perception
INTERNAL LEARNING PROCESS Selective perception
of the patterns that enter into learning.
EXTERNAL INSTRUCTIONAL EVENTS Present stimuli
with distinctive features. Those parts of the
lesson presentation that are of particular
importance such as main ideas or things that
students absolutely must know, should be
presented in a way that sets them apart from
other things on the slide, or points them out.
MENU
28
Hypermedia at the very least consists of
Text Graphics Buttons
Explanation Window Students need to have
important points, and especially any thing that
they HAVE to know, set off by using things like
bold underlining or all CAPITALS.
MENU
29
Hypermedia at the very least consists of
Text GRAHICS Buttons
Explanation Window Other methods could include
highlighting, arrows, different fonts and colors
or anything else that distinguishes the important
items.
MENU
30
Semantic Encoding
INTERNAL LEARNING PROCESS Semantic Encoding of
presented material to attain a form for long term
storage and ready retrieval.
EXTERNAL INSTRUCTIONAL EVENTS Provide learning
guidance. Students some times need Help or
Suggestions on how to proceed through a lesson,
especially if many options are offered. By
offering suggestions, students can more likely
make the correct choices.
MENU
31
Help
Explanation Window Help buttons are also a good
way to give students access to review information
they may need. This card is drill and practice
for single digit multiplication. If the student
forgot a particular fact, the TIMES TABLES are
there to review. Not always will I want them to
have access to the information, but while they
are learning, it may be part of the learning
process to look up the facts.
MENU
32
If your understand the concept of Semantic
Encoding, Press the Next button, but if you are
not sure, press the Review button.
Review
Next
Explanation Window Suggesting that students
review if necessary, like the example above is
doing, or offering a chance to go backwards like
the Left Arrow below has done in this
presentation is a good idea. You may even want to
test to see if the student understands what you
are teaching and have the lesson force them to
review if necessary.
MENU
33
Responding
INTERNAL LEARNING PROCESS Responding with a
performance that verifies learning.
EXTERNAL INSTRUCTIONAL EVENTS Practice what has
been taught. After students are taught each new
concept within a lesson, they should be provided
with a chance to practice that concept or skill.
As a result of practice, students will either
demonstrate understanding or display a need for
re-teaching or more practice. Students may or
may not be offered a chance to go back and review
material or have access to HELP. Practice
happens while teaching is going on, not
after--that is a test which is another Event.
MENU
34
Click on the Nucleus of the cell
Explanation Window Students should practice
what they are being taught as they are being
taught. Combine the lesson with practice items
(questions) that determine if the student is
learning the material. As previously suggested,
some help may be offered, but they should be able
to perform without HELP before being allowed to
move on to new concepts.
MENU
35
Reinforcement
INTERNAL LEARNING PROCESS Reinforcement by
means of which the results of learning are
established.
EXTERNAL INSTRUCTIONAL EVENTS Feedback--Students
need to know whether they are correct in their
understanding of new concepts or skills. This is
especially important during practice exercises.
Feedback should be immediate, but in the case of
incorrect answers, should not be degrading.
Correct answers would be given encouragement, and
then the student offered the chance to move on.
Incorrect answers may be dealt with in a variety
of ways such as
MENU
36
Which is NOT part of hypermedia
Graphics
Text
Disk Drive
Buttons
Explanation Window Suggestion 1 Inform the
student they were wrong, then give the student a
chance to answer the question again (Click on the
RIGHT arrow below to continue after seeing the
suggestion).
MENU
37
15
20
25
Explanation Window Suggestion 2 Inform the
student they were wrong, then give the student
the correct answer (Click on the RIGHT arrow
below to continue after seeing the suggestion).
MENU
38
7562
8192
9182
Explanation Window Suggestion 3 Inform the
student they were wrong, then repeat the
informative part of the lesson that provided the
information (Click on the RIGHT arrow below to
continue after seeing the suggestion).
MENU
39
15
25
35
Explanation Window Suggestion 4 Inform the
student they were wrong, then teach the concept
in a different way (Click on the RIGHT arrow
below to continue after seeing the suggestion).
MENU
40
Cueing Retrieval
INTERNAL LEARNING PROCESS Cueing retrieval of
information provided to students that are used in
recall.
EXTERNAL INSTRUCTIONAL EVENTS Testing-assessing
student performance. After all the teaching has
been done, student understanding of the entire
lesson should be measured. This Test may or may
not include feedback but should not offer
students a chance to get HELP to answer the
questions.
MENU
41
15
25
35
Explanation Window Imagine this is the 10th
question. Notice that there is no difference
between right and wrong answers, no feedback is
given. You could, at your option, offer positive
or negative feedback, but no second chances and
no help. The same questions used during
Practice (but not the same slides) may be used
for the Test. Since PowerPoint will not save
student answers or calculate a score, you may
also just have questions appear on the screen for
students to handwrite their answers.
MENU
42
Generalizing
INTERNAL LEARNING PROCESS Generalizing
performance to new situations.
EXTERNAL INSTRUCTIONAL EVENTS Enhancing
retention and learning transfer. Students
must know how they will be able to use what they
have learned as a result of this lesson in other
situations. Generalizing this knowledge to other
similar situations provides purpose for the
lesson.
MENU
43
The purpose of this lesson is to focus on
instructional design as it applies to CAI. There
are many instructional design theories, but we
are going to take one instructional design
theory, Robert Gagne's Events of Instruction, and
show you how it can be incorporated into a
hypermedia lesson lesson that you are creating.
Gagne's theory is also appropriate for all means
of instruction, not just CAI.
Explanation Window This appeared earlier in
this lesson (twice, once as an introduction, and
also as an example of letting students know what
the objective of a lesson is). The italics also
point out that this theory can be generalized by
you to other situations in which you are creating
lessons such as lectures, not just CAI .
MENU
44
References Price, R. (1991) Computer
aided instruction A guide for authors. Pacific
Grove, CA Cole Publishing Company. Picture on
slide 12 Lockheed Martin-Boeing.
(1997). F-22 climbs during first flight,
available at http//www.af.mil/photos/Oct1997/f22f
irst4.html
MENU
45
The End.Click your mouse to Quit the show
MENU
46
1 x 11 2 x 12 3 x 13 4 x 14 5 x 15 6 x 16 7
x 17 8 x 18 9 x 19
1 x 22 2 x 24 3 x 26 4 x 28 5 x 210 6 x
212 7 x 214 8 x 216 9 x 218
1 x 33 2 x 36 3 x 39 4 x 312 5 x 315 6 x
318 7 x 321 8 x 324 9 x 327
Press to Return
MENU
47
Sorry, this is the nucleus
Press to continue
MENU
48
That is correct!!! Now you are ready to learn
about cell division!!!
MENU
49
Sorry, try again. Click your mouse to continue
Explanation Window Suggestion 1 Inform the
student they were wrong, then give the student a
chance to answer the question again.
MENU
50
Remember Words
HyperMedia
Button
Explanation Window Previously in class, I had
taught you that minimally, HyperMedia lessons
consisted of graphics, text, and buttons. I am
reminding you of this previously taught, but
prerequisite knowledge for you to use in
combination with this new knowledge
(instructional design theory) to create CAI.
MENU
51
Multiply these two numbers first
Click to continue.
Help!!!
Explanation Window Suggestion 3 Inform the
student they were wrong, then repeat the
informative part of the lesson that provided the
information.
MENU
52
Yes this is the correct answer, but use the wrong
answer to see examples. Click the mouse
MENU
53
Sorry, the answer is
15 Click the mouse to continue
Explanation Window Suggestion 2 Inform the
student they were wrong, then give the student
the correct answer,
MENU
54
Explanation Window Suggestion 4 Inform the
student they were wrong, then teach the concept
in a different way.
MENU
55
You are now finished with your test Click
the mouse to continue.
Explanation Window This card offers no
feedback. In the test, feedback is not necessary
They can be the same questions you used for
practice questions.
MENU