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Learning Modules as Instructional Events What is an instructional Event? Robert Gagne's book,
The Conditions of Learning, first published in 1965, identified
the mental conditions for learning. These were based on the information
processing model of the mental events that occur when adults are presented
with various stimuli. Gagne created a nine-step process called the events
of instruction, which correlate to and address the conditions of learning.
The figure below shows these instructional events in the left column and
the associated mental processes in the right column.
In order for any learning
to take place, you must first capture the attention of the student. A
multimedia program that begins with an animated title screen sequence
accompanied by sound effects or music startles the senses with auditory
or visual stimuli. An even better way to capture students' attention is
to start each lesson with a thought-provoking question or interesting
fact. Curiosity motivates students to learn. Early in each lesson
students should encounter a list of learning objectives. This initiates
the internal process of expectancy and helps motivate the learner to complete
the lesson. These objectives should form the basis for assessment and
possible certification as well. Typically, learning objectives are presented
in the form of "Upon completing this lesson you will be able to.
. . ." The phrasing of the objectives themselves will be covered
under Robert Mager's contributions later in this chapter. Associating new information
with prior knowledge can facilitate the learning process. It is easier
for learners to encode and store information in long-term memory when
there are links to personal experience and knowledge. A simple way to
stimulate recall is to ask questions about previous experiences, an understanding
of previous concepts, or a body of content. This event of instruction is where the new content is actually presented to the learner. Content should be chunked and organized meaningfully, and typically is explained and then demonstrated. To appeal to different learning modalities, a variety of media should be used if possible, including text, graphics, audio narration, and video. 5. Provide "learning guidance" To help learners
encode information for long-term storage, additional guidance should be
provided along with the presentation of new content. Guidance strategies
include the use of examples, non-examples, case studies, graphical representations,
mnemonics, and analogies. In this event of
instruction, the learner is required to practice the new skill or behavior.
Eliciting performance provides an opportunity for learners to confirm
their correct understanding, and the repetition further increases the
likelihood of retention. As learners practice
new behavior it is important to provide specific and immediate feedback
of their performance. Unlike questions in a post-test, exercises within
tutorials should be used for comprehension and encoding purposes, not
for formal scoring. Additional guidance and answers provided at this stage
are called formative feedback. Upon completing instructional
modules, students should be given the opportunity to take (or be required
to take) a post-test or final assessment. This assessment should be completed
without the ability to receive additional coaching, feedback, or hints.
Mastery of material, or certification, is typically granted after achieving
a certain score or percent correct. A commonly accepted level of mastery
is 80% to 90% correct. Determining whether or not the skills learned from a training program are ever applied back on the job often remains a mystery to training managers - and a source of consternation for senior executives. Effective training programs have a "performance" focus, incorporating design and media that facilitate retention and transfer to the job. The repetition of learned concepts is a tried and true means of aiding retention, although often disliked by students. (There was a reason for writing spelling words ten times as grade school student.) Creating electronic or online job-aids, references, templates, and wizards are other ways of aiding performance. |