2. Facilitation of Learning: Focus on Training
Design
• The instructional design process, regardless of which model is
used, helps ensure that instruction is created efficiently and that
it is grounded in principles that connect to our best
understanding of how people learn.
• The instructional design process consists
of determining the needs of the learners,
defining the end goals and objectives of
instruction, designing and planning assessment
tasks, and designing teaching and learning
activities to ensure the quality of
instruction.
3. • Robert Gagne introduced his Nine Events of Instruction in 1965 as the essential events
that lead to learning.
• Gagné identified five major categories of learning — verbal information, intellectual skills,
cognitive strategies, motor skills and attitudes. He also famously theorized that there are
nine instructional “events” that are instrumental in the learning process (see video):
1. Gaining the attention of the learners
2. Informing them of the objectives
3. Stimulating recall of prior learning
4. Presenting the stimulus (learning materials or content)
5. Providing learning guidance
6. Eliciting performance (through practice)
7. Providing feedback
8. Assessing performance
9. Enhancing retention and transfer (of knowledge and skills)
4. Gagne's 1st Event: Gain Attention
• Present an engaging story that's relevant to the content
• Incorporate an engaging interactive element, such as allowing
the user to choose their avatar
• Ask a thought-provoking question and collect the user's
response
• Present an engaging video or animation
5. Gagne's 2nd Event: State the Learning
Objectives
• This helps prime them for the learning experience. It sets
expectations about what the experience will cover and what
skills or knowledge they can expect to take away from it.
• crafting learning objectives.
6. Gagne's 3rd Event: Stimulate Recall
• Before presenting new instructional content, Gagne
recommends that you stimulate recall of prior knowledge.
• By helping the learner bring prior knowledge into their working
memory, it makes it easier for them to incorporate new
knowledge into their long-term memory.
• This is because, from the cognitive information processing
perspective, new information is encoded into long-term memory
when connections are drawn between new information and
information that already exists in long-term memory
7. Gagne's 4th Event: Present Content
• At this point, Gagne recommends that you present the
instructional content. You should break the content into chunks
to make it easier to digest, and you should provide examples to
help your audience learn from.
8. Gagne's 5th Event: Provide Guidance
• Gagne's 5th event refers to the guidance that you should provide your learners to help them
acquire the new skills and knowledge. Guidance takes many forms, but it's important that you
don't skip this event.
• If you think about Gagne's 4th event as your chance to present all of the necessary content,
then Gagne's 5th event is your chance to provide strategies and suggestions that your
learners can use to learn or remember the content more easily.
• The most common examples of guidance are:
• Mnemonic devices (such as "My Very Educated Mother Just Served
Us Nachos" to remember the order of the planets)
• Tips or suggestions about how to study the material (e.g. "Making
flashcards is a great way to help you remember the vocab words")
9. Gagne's 6th Event: Elicit Performance
• liciting performance is synonymous with "providing practice
opportunities." If you're an instructional designer, you likely
already know how important practice is within an instructional
experience.
• Practice gives the learner a chance to experiment with their new
knowledge and skills. By repeatedly applying the new
knowledge or skills, they can gradually encode the new content
into long-term memory.
10. Gagne's 7th Event: Provide Feedback
• roviding feedback goes hand-in-hand with eliciting performance.
• When you provide practice opportunities, you must provide feedback
so that the learner can see what they're doing well in addition to
what they need to improve on.
• Since giving feedback is an essential element of any instructional
eLearning experience, you should provide detailed explanations for
why each incorrect answer is incorrect and why each correct answer
is correct. It's best to provide this feedback as soon as possible after
the learner answers the question or performs the task
11. Gagne's 8th Event: Assess Performance
• Gagne's 8th event, assess performance, helps the instructional
designer just as much as it helps the learner.
• This event entails providing a scored assessment to measure
the degree to which the participants learned the new knowledge
or skills.
• The assessment results are helpful for the learner because they
can use the results to gauge how well or how poorly they know
the new knowledge or skills; likewise, this data helps designers
because they can adjust their instructional experience as
needed based on the participants' performance.
12. Gagne's 9th Event: Enhance Transfer and
Retention
• Gagne's 9th event prompts you to help the learner transfer the new
skills or knowledge to their lives or to the job.
• By encouraging the learner to think about how they'll use the new
material, you're helping them draw connections between the new
material and their real needs. Bridging this gap while they're still in
the learning environment increases the likelihood that they will
remember it in the work environment.
• Finally, you can enhance transfer and retention by mirroring the work
environment as closely as possible in the learning environment. Use
realistic backdrops, speech, and activities.
• The more that the learning environment resembles the performance
environment, the higher the likelihood that the new material will
transfer successfully.
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16. ADDIE Model: Instructional Design
• ADDIE Instructional Design (ID) method as a framework in designing
and developing educational and training programs. “ADDIE” stands
for Analyze, Design, Develop, Implement, and Evaluate.
