Gagne's events of learning are based on the information processing
model. Gagne discovered the events of learning by watching the
techniques of successful teachers in school classrooms.
Gagne's events of learning are:
Gain Attention
State objective
Recall Prerequisites
Present Stimulus
Provide Guidance
Provide practice
Assess performance
Enhance Retention and transfer
You should follow them in your presentation sequence.
- Write your test items and activities first.
Make sure they are parallel and as close to real job performance
as possible.
If you do this first, then it becomes more difficult to stray
from the objectives and put in extraneous materials or leave
out essential materials.
- One objective equals one activity,
which in turn equals one module.
When you develop instruction, let the activities define the
sequence and chunks of information. Do not write a topic outline
and then try to fit the activities in.
Develop the course content to support each activity (a module),
then smooth the transition between the modules.
If you do this, the discrete modules can be reshuffled in
sequence somewhat if you find that they are not delivering the
learning effect you desired.
If you manage each module separately and track it with a map
of the lesson content, you will find revision much easier and
more effective.
- Test module by module.
Test each module independently with two to three students.
- Test your test items, your hierarchies
and your entry levels.
Give a group of ten student from your representative job performers
all the test items without providing instruction.
Match the patterns of their correct and incorrect test scores
with your learning hierachies to discover the probable prerequisite
skills existing in your target audience, and the validity of
your sequential placement of skills measurements up the hierarchy.
You would not expect anyone of pass the terminal learning objective
without having passed most of the test items for the objectives
in its supporting hierarchy.
If the majority of student fail a lower level objective but
pass an objective at higher levels in the hierarchy, you probably
have a mechanical problem with the wording of your test item.
On the other hand, you may have wrongly identified an objective
that is not necessary to the hierarchy. Revise the test item
based on student comments and keep an eye on the module for
that objective in the student trials.
- Test you full course materials on a series
of students.
First ask individual students to walk through the materials
with you. Note their comments and revise the materials.
Then get a group of five students to take the materials and
discuss the course with them in a round table style. Revise
the materials.
Use a group of ten students to take the materials under the
conditions that they would be delivered. Measure their performance
based on the test items and observations of actual job performance,
if possible. Revise based on achievement of each objective and
the achievement of the terminal objective.
