learning_theories:conditions_of_learning
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learning_theories:conditions_of_learning [2011/07/11 11:17] jpetrovic [What are conditions of learning?] |
learning_theories:conditions_of_learning [2023/06/19 16:03] (current) |
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| ===== General ===== | ===== General ===== | ||
| - | [[http://www.ibstpi.org/Products/pdf/appendix_A-C.pdf|Robert Gagné]] was an American educational psychologist who's ideas of //conditions of learning// and instructional design implications were first introduced in 1965((Gagné, R. M. The conditions of learning and theory of instruction (1st ed.). New York, NY: Holt, Rinehart & Winston, 1965.)). Gagné assumed that there are **different types of learning outcomes**, each of which is best achieved through its **specific instructional design**, but also that there is a set of steps required in every learning environment (sometimes also known as //the Gagné Assumption//). | + | [[http://www.ibstpi.org/Products/pdf/appendix_A-C.pdf|Robert Gagné]] was an American educational psychologist who's ideas of //conditions of learning// and instructional design implications were first introduced in 1965((Gagné, R. M. The conditions of learning and theory of instruction (1st ed.). New York, NY: Holt, Rinehart & Winston, 1965.)). Gagné assumed that there are **different types of learning outcomes**, each of which is best achieved through its **specific instructional design**, but also that there is a set of steps required in every learning environment (sometimes also known as //the Gagné Assumption//(([[http://edtech2.boisestate.edu/spechtp/575/learningtheorist.html|Specht, P. Robert Gagne - Learning Theorist. Boise State University, College of Education.]]))). |
| * "//Robert M. Gagne is truly one of the most influential educational psychologists of our generation, and he gave academic respectability to the practice of instructional systems design.//"(([[http://www.scribd.com/doc/41760294/Educational-Psychology-a-Century-of-Contributions|Zimmerman, Barry J., and Dale H. Schunk. Educational psychology: a century of contributions, p328. Routledge, 2003.]])) | * "//Robert M. Gagne is truly one of the most influential educational psychologists of our generation, and he gave academic respectability to the practice of instructional systems design.//"(([[http://www.scribd.com/doc/41760294/Educational-Psychology-a-Century-of-Contributions|Zimmerman, Barry J., and Dale H. Schunk. Educational psychology: a century of contributions, p328. Routledge, 2003.]])) | ||
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| ===== What is the practical meaning of conditions of learning? ===== | ===== What is the practical meaning of conditions of learning? ===== | ||
| - | An example of how each of Gagné's nine events of instruction can be implemented follows((For more examples see: [[http://www.educationforhealth.net/articles/subviewnew.asp?ArticleID=96|Sadaf S, Ali SK., Zuberi RW. Problem-based Learning: Enhancing Tutors' Facilitation Skills Using Structured Small Group Experiential Learning . Education for Health 9 (online), 96. 2009.]] or | + | An example of how each of Gagné's nine events of instruction can be implemented follows((For more examples see: [[http://www.educationforhealth.net/downloadpdf.asp?issn=1357-6283;year=2009;volume=22;issue=1;spage=96;epage=96;aulast=Sadaf;type=2|Sadaf S, Ali SK., Zuberi RW. Problem-based Learning: Enhancing Tutors' Facilitation Skills Using Structured Small Group Experiential Learning . Education for Health 9 (online), 96. 2009.]] or |
| - | [[http://de.ryerson.ca/portals/de/assets/resources/Gagne%27s_Nine_Events.pdf|Gagné’s Nine Events of Instruction. The G. Raymond Chang School of Continuing Education Digital Education Strategies.]])): | + | [[http://de.ryerson.ca/portals/de/assets/resources/Gagne%27s_Nine_Events.pdf|Gagné’s Nine Events of Instruction. The G. Raymond Chang School of Continuing Education Digital Education Strategies.]]))(([[http://books.google.com/books?id=c1MmAQAAIAAJ|Gagné, Robert Mills. The conditions of learning and theory of instruction. Holt, Rinehart and Winston, 1985.]] |
| + | )): | ||
| - **Gain attention** - Show students a short interesting film related what they are about to learn, pose them an intriguing question or give them a case study. | - **Gain attention** - Show students a short interesting film related what they are about to learn, pose them an intriguing question or give them a case study. | ||
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| * "//...not particularly applicable to situations in which incidental learning, discovery-based learning or other forms of instruction are desired...//" and assumes "//content can be sufficiently structured and that enough activities can be provided for the learners to acquire the desired knowledge and skills//"(([[http://books.google.hr/books?id=VD6fsTl2jzIC&pg=PA284&dq=The+impact+of+situated+cognition:+Instructional+acquire+the+desired+knowledge+and+skills&hl=hr&ei=JRSfTZTQL9nV4wbd1IyQAw&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCgQ6AEwAA#v=onepage&q=The%20impact%20of%20situated%20cognition%3A%20Instructional%20acquire%20the%20desired%20knowledge%20and%20skills&f=false|Dills, Charles R., and A. J. Romiszowski. Instructional development paradigms. Educational Technology, 1997.]])) | * "//...not particularly applicable to situations in which incidental learning, discovery-based learning or other forms of instruction are desired...//" and assumes "//content can be sufficiently structured and that enough activities can be provided for the learners to acquire the desired knowledge and skills//"(([[http://books.google.hr/books?id=VD6fsTl2jzIC&pg=PA284&dq=The+impact+of+situated+cognition:+Instructional+acquire+the+desired+knowledge+and+skills&hl=hr&ei=JRSfTZTQL9nV4wbd1IyQAw&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCgQ6AEwAA#v=onepage&q=The%20impact%20of%20situated%20cognition%3A%20Instructional%20acquire%20the%20desired%20knowledge%20and%20skills&f=false|Dills, Charles R., and A. J. Romiszowski. Instructional development paradigms. Educational Technology, 1997.]])) | ||
| * **ineffective in adult teaching**. | * **ineffective in adult teaching**. | ||
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| - | ===== Keywords and most important names ===== | ||
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| - | * **conditions of learning**, **learning outcomes**, **nine events of instruction**, **signal learning**, **stimulus-response learning**, **chaining**, **verbal association**, **discrimination learning**, **concept learning**, **rule learning**, **problem solving** | ||
| - | * [[http://www.ibstpi.org/Products/pdf/appendix_A-C.pdf|Robert Gagné]] | ||
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| - | ===== Bibliography ===== | ||
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| - | [[http://www.scribd.com/doc/41760294/Educational-Psychology-a-Century-of-Contributions|Zimmerman, Barry J., and Dale H. Schunk. Educational psychology: a century of contributions. Routledge, 2003.]] | ||
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| - | [[http://ocw.usu.edu/University_Extension/conversation-on-instructional-design/session-one.html|Conversation on Instructional Design: Robert M. Gagné, Ph.D. and M. David Merrill, Ph.D. Instructional Technology Utah State University.]] | ||
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| - | [[http://edtech2.boisestate.edu/spechtp/575/learningtheorist.html|Specht, P. Robert Gagné. Boise State University, College of Education.]] Retrieved April 6, 2011. | ||
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| - | [[http://de.ryerson.ca/portals/de/assets/resources/Gagne%27s_Nine_Events.pdf|Gagné’s Nine Events of Instruction. The G. Raymond Chang School of Continuing Education Digital Education Strategies.]] | ||
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| - | [[http://tip.psychology.org/gagne.html|TIP: Conditions of Learning (R. Gagné).]] Retrieved April 7, 2011. | ||
| - | ===== Read more ===== | ||
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| - | [[http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED445674|Richey, Rita C. The Legacy of Robert M. Gagne. ERIC Clearinghouse on Information & Technology, Syracuse University, 621 Skytop Rd., Suite 160, Syracuse, NY 13244-5290, 2000.]] | ||
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| - | Gagné, Robert Mills. The conditions of learning and theory of instruction. Holt, Rinehart and Winston, 1985. | ||
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| - | [[http://www.amazon.com/Conditions-Learning-Training-Applications/dp/0155021060#reader_0155021060|Gagné, Robert M., and Karen L. Medsker. The Conditions of Learning: Training Applications. 1st ed. Wadsworth Publishing, 1995.]] | ||
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