Gagne’s
Events of Instruction
David
Richard Moore
In the following example I have demonstrated the Events of Instruction as
applied to a web-based instructional tutorial on Blood Groups and Transfusi=
ons.
|
Gain Attention The first event of
instruction is to gain the learner's attention. The learner needs to orie=
nt
themselves to the learning task. They need to know that they will be requ=
ired
to thinking intently. They need to know it is time for them to activate t=
heir
meta-cognitive skills to maximize the learning experience they are being
provided. |
|
For example, if you
are presenting a web-based tutorial to a learner you would begin the
application with some sort of introduction screen designed to alert the
learner of the general topic and to promote their interest. In the tutori=
al,
Blood Groups and Transfusions attention is gained by presenting an image =
that
demonstrates the action of the individual cells
. |
|
Inform learner of objectives The learner must know what the goals and objectives of the
instruction are. Objectives provide learners with an unambiguous descript=
ion
of what type of performance they will be expected to produce at the end of
instruction. By knowing what the objectives are learners can judge for
themselves whether the instruction has been successful. |
|
Sample learning objectives for=
the
Blood Groups and Transfusion tutorial would be: You will be able to identify t=
he
different blood type when provided with a stylized illustration of their
properties. You will be able to classify u=
n-encountered
illustrations of blood type appropriately. |
|
Stimulate recall of prior learning David Ausubel summarizes this event when he states, "the
most important single factor in learning is what the learner already know=
s,
ascertain this and teach him accordingly". One of the most universal=
ly
agreed upon learning principles is that learning is an integrative activi=
ty;
new information must be integrated into a person's knowledge structure th=
at
is already present. Learners should be asked what the already know. If th=
ey
can examine their current conceptualizations of a phenomena then they can
adjust it to accommodate new understandings. This step is one that is oft=
en
overlooked but can be a powerful addition to any instructional session. |
|
One method for stimulating
recall of prior knowledge would be to share a story that was recently on =
the
news. For example, this was taken
from the February 22, 2003 New York Times.: R=
20;Once
the organs arrived, Ms. Santillán's heart and lungs were removed a=
nd
the donor organs were implanted. Ms. Santillán was removed from the
heart-lung bypass machine and the organs functioned well for 30 or 40
minutes. They began to fail and Ms. Santillán was returned to the
machine. Moments later, the operating room heard the worst possible news =
from
the transplant immunology laboratory: ''the transplant was ABO incompatib=
le
with the recipient.'' Ms. Santillán's condition was stabilized and=
she
was moved to the pediatric intensive care unit.” The point of this story is =
to
encourage the learners to recall that the issue of blood type compatibili=
ty
is one with serious consequences and, unfortunately, is commonly misunder=
stood,
with tragic implications. |
|
Present stimulus material This event involves
presenting content to the learner. Information can take the form of text,
illustrations, pictures, animation among many other types of media
presentations. Regardless of the medium used to express the content of
instruction, all possible efforts should be made to enhance the clarity of
the information and make it as comprehensible as possible. |
|
In this
tutorial, the principle of agglutination is demonstrated through an
animation.
|
|
Provide learner guidance Different types of content oft=
en
have their own characteristics that can analyzed to improve the learning
process |
|
In this
tutorial, the differences between two types of Red Blood Cells explicitly
compared and contrasted. This is a particularly good approach for encoura=
ging
learners to master discriminations.
|
|
Elicit performance An instructional sequence is n=
ever
complete until the learner is given an opportunity to demonstrate their
knowledge. This performance must be overt for it to be analyzed and
evaluated. |
|
A
simple matching task has been developed to allow the learner to demonstra=
te
their knowledge. Often these performances can be effectively sequenced to
encourage the development of skills in a gradual and logical manner.
|
|
Provide feedback It is useless to go to the tro=
uble
to ask learners to demonstrate their knowledge if you don’t provide
them with feedback. Providing feedback is, perhaps, the most important fu=
nction
of a teacher or coach. |
|
|
|
Assess performance A summative assessment is requ=
ired
to verify that learner is able to perform as required. This type of
assessment should match as closely as possible the conditions the learner=
is
expected to perform under when outside the instructional situation. |
|
|
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Enhance retention an transfer Few types of knowledge and ski=
ll
can be applied exactly as they have been taught and as they have been
practiced. Most conditions call for reflection, innovation and adaptation.
The skills must be generalized to new, ever changing environments. The fi=
nal
event is to challenge the learner to apply their knowledge to address
unfamiliar problems. |
|
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![](3D"TWEventsofInstruction_files/image002.jpg")
![](3D"TWEventsofInstruction_files/image004.jpg")
![](3D"TWEventsofInstruction_files/image006.jpg")
![](3D"TWEventsofInstruction_files/image008.jpg")
![](3D"TWEventsofInstruction_files/image010.jpg")
*screen
shots taken with permission from tutorial created by Joni Tornwall in EDCT =
604 –
Computer-based instruction.