Learning Theory
INST 6260
30 Oct 01
Dr. Mimi Recker
REFLECTION PAPER ñ Gagneís THEORY OF INSTRUCTION
Prior to entering into the mechanics of this course, I anticipated that I would be learning at least a well-researched, convincingly proven and systematic type of instructional design theory that one can easily assimilate and make use of in most instructional and learning circumstances. Unfortunately, I realize that this was not going to be the case. On the contrary, I have now recognized that the application of various instructional design theories in this present world of diversity is very much alive and ëkickingí. It seems a wishful thinking for me to be searching for a one-size-fits-all type of instructional design theory. Nevertheless, as I read Gagneís theory on instructional design, it seems that perhaps, there may be more hope for a one-design-fits-most theory after all. In my third reflection paper, I shall provide my insights and thoughts on Gagneís Theory of Instruction.
Personally, I feel that Gagneís instructional design theory has demonstrated to a large extent, a very practical and ëdown-to-earthí type of instruction. I am most inclined to agree with his basic assumptions about instructional design. For instance, that instructional design must be aimed at aiding the learning of an individual. To me, this is very important in the design of any piece of instruction. We need to be clear about our ultimate intent or goal in our instruction and who are our target learners.
Next, I believe Gagne has based his instructional design on an assumption that there are primarily two phases of instructional planning, namely, immediate and longer-range. Design in the immediate range can refer to what a teacher does in preparing a lesson plan several hours before the instruction is given whereas the longer-range aspects of instructional design are often more complex and varied. To a large extent, this is very real in sense that by knowing these two distinct phases, instructional planning can be better performed as two separate tasks, and not mixed together.
For instance, the job of a teacher in carrying out instruction is highly demanding in terms of time, effort and intellectual challenge. The teacher has a lot to deal with planning instruction on an immediate, day-to-day or even hour-to-hour basis to prepare for teaching. Such a mammoth task can be greatly facilitated when carefully longer-range instructional designs are made available in the form of textbooks, audio-visual aids, and other instructional tools or courseware. Personally, I believe we need to reconcile with the fact that trying to accomplish both immediate and long-range instructional design for a group or say, 20 or 30 students, can be a very tough job for any one person. Very often, this can readily lead to neglecting the essential teaching functions. Therefore, teachers contributing in a longer-range instructional design during non-teaching periods can be very useful as an entirety in teaching.
Another basis of Gagneís instructional design hinges on the assumption that systematically designed instruction can greatly affect individual human development.Ý To me, this was most comforting in that it appears that Gagne, too shared the thinking that in spite of all the diverse scope of subjects to be taught, a systematic approach to a well-designed piece of instruction is one of the keys to enhancing better learning in individuals. In a way, it serves to imply that certain kind of directed learning could be useful to promote the development of individuals who could be in one way or another find themselves incompetent to derive personal satisfaction from this present or future world. I feel that systematically designed instruction can be a powerful approach too because it can somewhat help to exemplify the potential of individual talents to their fullest degrees.
At this juncture, I would also like to comment that designed instruction must inevitably be based on the knowledge of how human beings learn. From rading Gagneís instructional design theory, I feel assured to know that Gagneís theory is not simply based on an extrinsic perspective but instead, its underlying principles have its roots from several learning theories such as behaviorism and cognitive thinking. In retrospect, we need to consider how an individualís abilities are to be developed not simply based on what they should be, but more in examining closer as to how knowledge can be acquired. This in fact relates to the notion that instructional design needs to take into account the various learning conditions to be established in order for the desired effects to occur, i.e. learning outcomes.
On Gagneís nine events of instruction, it was enlightening to note that the sequence of events may not necessarily follow from the first to the last in a sequential manner. Instead, oneís analytical competency and experience can play a part in order to effectively use his approach. For example, one needs to be able to discern which event need to come first and which could be next. Thus, how the nine events should be implemented can indeed vary greatly depending upon the instructional delivery system that is chosen and who and what kind of instructors are using this approach.
Among the nine events of instruction, I personally also find that we cannot avoid the second event of instruction regardless of whichever settings we are in. This second event, which focuses on informing the learner of the objective, is of utmost importance to me in any course. Whether for enhancing motivation by simulating the interest of the learner or simply as an introduction to a new course, it is definitely a very significant part of instruction. I have attended classes where we were not clearly briefed on the goals or objectives of the course; and very often, it led to my mind dwindling off to some other things subconsciously. And of course, the end-result is often not very promising.
However, being able to inform the learners of the goals and objectives may not be sufficient. I feel that the ability to crystallize and subsequently engage the learners to understand the challenging and inspiring goals for them are equally, if not more important than being able to identify the objectives for the course and informing them.Ý To me, this may require some dedicated time for one to really think through what are the ultimate objectives in any particular course and how best can the goals be crafted such that they are challenging yet not intimidating. I see this is one of the many challenges a teacher or instructor would have to face before commencement of his or her class.
Another useful lesson that I have gathered is the eighth event in Gagneís nine events of instruction, i.e. enhancing retention and transfer. It seems to me that this is the most difficult task for a teacher or instructor faces. At times, we may tend to associate this mission or the responsibility of knowledge retention and transfer to that of the learners or students themselves. While to some extent it may be true, I do see the benefits that a couple of well-designed and planned instructional activities in every course can help to enhance the retention and transfer ability of the learners. Personally, I would advocate that in any course that one teaches, there should be at least one innovative, interactive and preferably thought provoking activity that engages the interest of all learners in a course. Depending on the wide spectrum of instructional courses, my suggestion is that some of these activities can be anything ranging from either an individual or group working on a creative project, group debates, role plays, interactive discussions, quizzes, presentations, or even an organized class excursion with a clearly defined agenda in mind.Ý
In conclusion, Gagneís instructional design theory has provided a good impetus for me to embark on when I next design or review a particular course. While it may not be a one-size-fits-all approach, the essence and gist of the principles are indeed highly applicable in most of the settings (primarily classroom, lecture-based teaching) that I have experienced and come across so far. The challenge, I perceive, is to consistently probe myself to question how a particular method of instruction that I employ can enhance learning in a variety of different types of learners.