Gagne’s theory about learning is based on the behavioral perspective of learning as learners are given a stimulus and must respond. Learning happens when one responds to his or her environment. However, the stimuli are presented to learners not randomly but in an ordered, highly structured fashion. Once a stimulus is presented, the possible responses or choices a learner may make are limited. Gagne’s intervening step “semantic encoding” occurs between the stimulus and response and guides a learner’s response in a focused direction (Kearsley, 2010, para. 3). The instructional designer creates an environment which progressively leads the student to the desired responses. Feedback is provided until the learner provides the desired response. As a learner moves through the learning design, tasks progress from
simple to complex. The designer’s and/or instructor’s role is to present material and assess the learner’s work. The learner is expected to learn the material and give the correct responses. Successful learners move on to a more complex task and also transfer
knowledge to similar situations engaging in stimulus generalization (Kearsley,
2010). If the designer has created the right environment, the learner will be able to follow the prescribed sequence and progress from one task to the next. The environment is controlled by the designer or the instructor, and there is little room for the learner to choose
what he or she does next. Assessment is given by the instructor at the end of each task since
Gagne’s approach is task oriented.
Gagne’s model would be appropriate for developmental writing courses when basic skills are to be mastered and/or learners need ongoing support from the instructor.
Gagne’s model would be applicable to ENG-090 Basic Composition which is the basic developmental writing course that I teach. Basic Composition is a preparatory or developmental course for students who are not prepared for ENG 111 which is in the introductory college writing course. In Basic Composition, learners review basic grammar skills, learn how to write well-organized, well-developed paragraphs, and at the end of the semester, write an essay. Frequently, the students in Basic Composition are non-traditional students who have been out of school for many years, and they want and need ongoing feedback from the instructor in order to gain self-confidence. Gagne’s model would work well with Basic Composition course design as Gagne’s model involves a step-by-step progression which parallels the course movement from improving grammar skills and writing paragraphs to writing a full essay.
EDU 766 focuses on instructional strategies and assessment. Key in the course is helping designers create meaningful, activities that engage learners and are aligned with course
objectives. Careful consideration must also be given to the sequence of activities.
Learners would be familiar with Gagne’s model from EDU 765. Therefore, Gagne’s model deserves a second look as it would be helpful in circumstances where designers are trying to teach learners a specific procedure that must be completed in a specific order. It
is also appropriate in situations where learners need constant feedback and assurance.
Kearsley, G. (2010). Conditions of learning (R. Gagne). The theory into practice database.
Retrieved from http://tip.psychology.org/gagne.html
simple to complex. The designer’s and/or instructor’s role is to present material and assess the learner’s work. The learner is expected to learn the material and give the correct responses. Successful learners move on to a more complex task and also transfer
knowledge to similar situations engaging in stimulus generalization (Kearsley,
2010). If the designer has created the right environment, the learner will be able to follow the prescribed sequence and progress from one task to the next. The environment is controlled by the designer or the instructor, and there is little room for the learner to choose
what he or she does next. Assessment is given by the instructor at the end of each task since
Gagne’s approach is task oriented.
Gagne’s model would be appropriate for developmental writing courses when basic skills are to be mastered and/or learners need ongoing support from the instructor.
Gagne’s model would be applicable to ENG-090 Basic Composition which is the basic developmental writing course that I teach. Basic Composition is a preparatory or developmental course for students who are not prepared for ENG 111 which is in the introductory college writing course. In Basic Composition, learners review basic grammar skills, learn how to write well-organized, well-developed paragraphs, and at the end of the semester, write an essay. Frequently, the students in Basic Composition are non-traditional students who have been out of school for many years, and they want and need ongoing feedback from the instructor in order to gain self-confidence. Gagne’s model would work well with Basic Composition course design as Gagne’s model involves a step-by-step progression which parallels the course movement from improving grammar skills and writing paragraphs to writing a full essay.
EDU 766 focuses on instructional strategies and assessment. Key in the course is helping designers create meaningful, activities that engage learners and are aligned with course
objectives. Careful consideration must also be given to the sequence of activities.
Learners would be familiar with Gagne’s model from EDU 765. Therefore, Gagne’s model deserves a second look as it would be helpful in circumstances where designers are trying to teach learners a specific procedure that must be completed in a specific order. It
is also appropriate in situations where learners need constant feedback and assurance.
Kearsley, G. (2010). Conditions of learning (R. Gagne). The theory into practice database.
Retrieved from http://tip.psychology.org/gagne.html