OVERVIEW

The Learning Activity " Dinosaurs: Herbivores & Carnivors " instructional model is grounded in the work of the most influential learning theorists of our time, including Robert Gagné, Robert Mager,Benjamin Bloom, and David Merrill. While the work combines of several learning theorists, the Activity  " Dinosaurs: Herbivores & Carnivors " instructional model is primarily influenced by the cognitive information processing model of Robert Gagné, one of the most prominent learning theorists of our time. Gagné's theoretical framework addresses all aspects of learning, but specifically focuses on intellectual and cognitive skills.

 

Gagne's framework is broadly utilized in a wide range of learning conditions and tools, including areas relevant to the Activity model:

• It has been applied to the design of instruction in all domains (Gagne & Driscoll,1988)

• The role of instruction technology in learning is specifically addressed (Gagne, 1987)

• In his original work (Gagne,1962), he gave special attention to instruction in the military training.

 

GAGNÉ'S PRINCIPLES OF LEARNING

Gagne's principles of learning are the foundation of the his instructional process,besides it also influence the design of the Activity " Dinosaurs: Herbivores & Carnivors " instructional model. They include:

1.   Different instruction is required for different learning outcomes.

2.   Events of learning operate on the learner in ways that constitute the conditions of learning.

3.   The specific operations that constitute instructional events are different for each different type of learning outcome.

4.   Learning hierarchies define what intellectual skills are to be learned and a sequence of instruction.

 

GAGNÉ'S INSTRUCTIONAL PROCESS

The four phases of instruction and nine instructional steps (events) of Robert Gagne's work that are essential for successful learning and knowledge retention(Gagné & Medsker, 1996).

These steps should satisfy or provide the necessary conditions for learning and serve as the basis for designing instruction and selecting appropriate media (Gagné,Briggs & Wager,1992).

 

Preparation (the student is prepared to learn)

         1.  Getting the learner's attention (reception)

         2.  Stimulating recall of prior learning (retrieval)

           3.  Describing the expected outcome of the learning experience (expectancy)

 

Presentation (the student is presented with the material to be learned)

          4.  Providing a context for the instruction (selective perception)

         5.  Delivering instruction and providing guidance (semantic encoding)

 

Performance (the student engages with the material and is provided with feedback on their performance through informal assessment)

          6.  Eliciting performance of the material (responding)

         7.  Providing feedback on the performance (reinforcement)

 

Validation (the student's performance is formally assessed to determine the effectiveness of the learning experience)

          8.  Assessing performance (retrieval)

         9.  Encouraging retention and transfer (generalization) 

 

LEVELS OF LEARNING

Gagne also identifies several different levels of learning, and each requires different types of instruction:

 

• Verbal information

• Intellectual skills

• Cognitive strategies

• Motor skills

• Attitude

 

 

For instance, cognitive strategies, require an opportunity to practice developing new solutions to problems. This level of learning is demonstrated in Activity " Dinosaurs: Herbivores & Carnivors " through secondary instructional tools, which reinforce the concept with hands-on activities that examine the learner's understanding.

 

 

HOW ACTIVITY IMPLEMENTS GAGNE'S FOUR PHASES OF

 

INSTRUCTION