Gagne's has given five categories of learning and eight conditions of learning which is also called hierarchy of learning. His instructional design has nine steps or events.
2. Robert Mills Gagne
Born on August 21,
1916.
Died April 28, 2002.
Born in North
Andover,
Massachusetts.
Educational
psychologist
Best known for his
book ‘conditions of
learning’.
3. What is learning to Gagné
?
Learning is cumulative.
Human intellectual development is
the building of increasing complex
structures of human capabilities.
Learning is the mechanism by which
an individual becomes a competently
functioning member of society.
4. What is learning to
Gagné?
Learning results in different
kinds of human behaviors,
i.e. different human capabilities,
which are required both from the
stimulation from the environment
and the cognitive processing
undertaken by the learners.
5. Assumptions Derived From Gagné's
Ideas About Learning And Instruction
Because learning is complex and diverse,
different learning outcomes (capabilities)
requires different instructions, prerequisites
and processing by the learners.
In other words, the specific operations that
constitute instructional events are different for
each different type of learning outcome.
6. Assumptions Derived From Gagné's
Ideas
About Learning And Instruction
Events of learning operate on the learner in
ways that constitute the conditions of learning.
The internal states required in the learner to
acquire the new skills are internal conditions
of learning, and the environmental stimuli
required to support the internal learning
process are external conditions of learning.
8. Types of
Human
Capabilities
Conditions
Principles for
Instructional
Events
Verbal
Information
Retrieving stored
information: the internal
conditions to support this
learning include
Preexisting of organized
knowledge
Strategies for processing
the new information
Provide meaningful
context of
information for
encoding
Provide
elaborations,
imagery, or other
encoding cues
Organize
information so that
it can be learned in
chunks
9. Types of
Human
Capabilities
Conditions
Principles for
Instructional
Events
Intellectual
Skills
Mental operations that permits
individuals to respond to
conceptualizations
of the environment:
Discrimination
Concrete and defined concepts
Rule using
Problem solving: combining
subordinate rules in order to solve
a problem (समस्या को
Provide varied
concrete
examples and
rules
Provide
opportunities
for interacting
with examples
in different
ways
Assess learners
in new
10. Types of
Human
Capabilities
Conditions Principles for
Instructional
Events
Intellectual
Skills
Mental operations that permits
individuals to respond . The
internal conditions to facilitate this
type of learning include:
Recalling prerequisite skills
Interacting in a variety of ways
with the new learning
Applying the new skills to range
and variety of different situations
and contexts.
11. Types of
Human
Capabilities
Conditions Principles for
Instructional Events
Cognitive
Strategies
An internal process by which the
learners plans, controls, and
monitors his/her own ways of
thinking and learning, including
Task specific
General
Executive
If task-specific,
describe the
strategy; if task
general,
demonstrate the
strategy.
Provide
opportunities for
strategy specific
practice with
support and
feedback
12. Types of
Human
Capabilities
Conditions Principles for
Instructional
Events
Attitude
An internal state, i.e.
Predisposition
that affects an
individual choice
of action.
Provide respected
models who enact
positive behavior
and reinforce the
model
When learner
enacts the
behavior, provide
reinforcement
13. Types of
Human
Capabilities
Conditions Principles for
Instructional
Events
Motor
Skills
Capability to perform a
sequence of physical
movements. It involves three
stages:
Learning the sequence of the
movement
Practicing the movement
Refining the movement from
the feedback from the
environment
Establish
executive
subroutine and
provide for
mental
rehearsal.
Arrange several
repetitions of
skills with
correct feedback
14.
15. In 1956, the American educational
psychologist Robert M. Gagné
proposed a system of classifying
different types of learning in terms of
the degree of complexity of the mental
processes involved.
He identified eight basic types, and
arranged these in the hierarchy.
16.
17. 1. SIGNAL LEARNING
This is the simplest form of learning, and
consists essentially of the classical
conditioning first described by the behavioural
psychologist Pavlov.
In this, the subject is 'conditioned' to emit a
desired response as a result of a stimulus that
would not normally produce that response.
The applications of classical conditioning in
facilitating human learning are, however, very
limited.
18. 2. STIMULUS - RESPONSE
LEARNING.
This somewhat more sophisticated form of
learning, which is also known as operant
conditioning, was originally developed by
Skinner.
It involves developing desired stimulus-
response bonds in the subject through a
carefully-planned reinforcement schedule
based on the use of 'rewards' and
'punishments'.
Operant conditioning differs from classical
conditioning in that the reinforcing agent (the
'reward' or 'punishment') is presented after the
response.
19. 3. CHAINING
This is a more advanced form of
learning in which the subject
develops the ability to connect two
or more previously-learned
stimulus-response bonds into a
linked sequence.
It is the process whereby most
complex psychomotor skills (eg
riding a bicycle or playing the
piano) are learned.
20. 4. VERBAL
ASSOCIATION.
This is a form of chaining in
which the links between the
items being connected are
verbal in nature.
Verbal association is one of
the key processes in the
development of language
skills
21. 5. DISCRIMINATION
LEARNING.
This involves developing the ability to
make appropriate (different) responses
to a series of similar stimuli that differ in
a systematic way.
The process is made more complex
(and hence more difficult) by the
phenomenon of interference, whereby
one piece of learning inhibits another.
Interference is thought to be one of the
main causes of forgetting.
22. 6. CONCEPT LEARNING
This involves developing the
ability to make a consistent
response to different stimuli
that form a common class
or category of some sort.
It forms the basis of the
ability to generalise,
classify etc.
23. 7. RULE LEARNING
This is a very-high-level cognitive
process
that involves being able to learn
relationships between concepts
and apply these relationships in
different situations, including
situations not previously
encountered.
It forms the basis of the learning of
general rules, procedures, etc.
24. 8. PROBLEM SOLVING
This is the highest level of cognitive
process according to Gagné.
It involves developing the ability to
invent a complex rule, algorithm or
procedure for the purpose of solving
one particular problem, and then using
the method to solve other problems of
a similar nature.
26. Eight Conditions Of Learning (Summary)
1. signal learning: the learner makes a
general response to a signal.
2. stimulus - response learning: the learner
makes a precise response to a signal.
3. Chaining: the connection of a set of
individual stimulus and responses in a
sequence.
4. verbal association : the learner makes
association using verbal connections.
27. Eight Conditions Of Learning (Summary)
5. discrimination learning: the learner make
different responses to different stimuli that are
somewhat alike
6. concept learning: the learner develops the
ability to make the generalized response based
on a class of stimuli.
7. rule learning : a rule is a chain of concepts
linked to a demonstrated behaviour.
8. problem solving: the learner discovers a
combination of previously learned rules and
applies them to solve a novel situation.
28.
29. Robert’s Nine Events of
Instruction
He is father of Instructional Design
He gave Nine events of Instruction
Organization is the hallmark of
effective instructional materials.
Editor's Notes
Eg. Withdrawl of hand upon sight of hot object, tearing of eyes while seeing onion, salivation upon seeing favourite food