Half a century has passed since educational psychologist Robert Gagné published his influential book, The Conditions of Learning, but his ideas are relevant to online and hybrid learning even today. He presciently wrote, “The real point to be made is that use of a variety of instructional modes is both feasible and potentially effective. . . . What is needed in each case is thoughtful design and management of the learning environment.”

chalkboard, apple, eraser, iPad that says "nine events"Gagné popularized the concept of nine “instructional events.” Each represents a step in the teaching and learning process:

  1. Gain learners’ attention
  2. Inform students of learning objective
  3. Stimulate recall of prior knowledge
  4. Present stimulus material (content)
  5. Provide learning guidance
  6. Elicit performance (practice)
  7. Provide feedback
  8. Assess performance
  9. Enhance retention and transfer

Do you regularly use these steps in your courses? To address this question, you might consider what your students experience as they work through a typical weekly module in one of your Canvas course sites:

     Are they aware of weekly learning outcomes? If not, state them in a weekly overview that serves as the first page in each Canvas module!

     How do you gain their attention? Through video, audio, images, interactivity?

     Do you use your students’ prior knowledge as a scaffold for the learning in your course? In fact, do you make it a point to assess what they know at the outset your course?

     Beyond simply presenting content, how do you provide substantial learning guidance? Do you foster active learning through online interaction student-to-student, student-to-content and student-to-instructor?

     Do you frequently assess performance and provide feedback? Do you use weekly quizzes and/or low-stakes writing or problem-solving exercises?

Ultimately, over the course of a term, have you blazed a trail that fully supports your students’ retention and transfer? If so, bravo!

Additional Resources:

  1. Gagné’s 9 Events Applied to All Courses
  2. Instructional Strategies for Online Classes

And, for a light-hearted view of teaching and learning, here’s a 3-minute video that will definitely gain your attention and may well enhance your retention of this post: Gagné’s 9 Events Featuring Cats

outcomeswordleOSU’s Curricular Policies and Procedures specify that every course syllabus should include measurable student learning outcomes.  The outcomes are defined as “learner-focused statements reflecting what a student will be able to do as a result of an instructional activity. Each outcome statement should start with a measurable action verb that indicates the level of learning, followed by a precise description of the learned behavior, knowledge, or attitude.”

For guidance in developing learning outcomes, educators have long turned to Bloom’s Taxonomy, with its pyramid of cognitive levels.  Two much newer tools can help you refine learning outcomes for a course or find learning activities and associated tech tools that will align with your course outcomes.

1 – On the Ecampus website, the interactive Objectives Builder, created by James Basore, is a wonderful tool to assist in writing learning outcomes.  It’s easy to use and can do wonders if you’re grappling with learning-outcome-writer’s block!

2 – Allen Carrington’s Padagogy Wheel has hot links to 63 iPad apps, many of which exist in forms for other mobile platforms as well.  Each app is arranged on a wheel to align with learning activities that could be done with the particular app, related action verbs, and the corresponding cognitive domains from Bloom’s Taxonomy.  Brilliant . . . give it a try!