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Gagne’s Learning Theories

Gagne’s Learning Theories. Denise Gautreau Leslie Claire Jen Gross 619 Design of Online Courses Fall 2012. Similarities and differences:. Similarities between Gagne and Dick & Carey: Both models are system– and goal-oriented . Both models rely on the learner’s prior knowledge.

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Gagne’s Learning Theories

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  1. Gagne’s Learning Theories Denise Gautreau Leslie Claire Jen Gross 619 Design of Online Courses Fall 2012

  2. Similarities and differences: Similarities between Gagne and Dick & Carey: • Both models are system– and goal-oriented. • Both models rely on the learner’s prior knowledge. • Both models determine effectiveness of system on learner assessment. Differences between Gagne and Dick & Carey: • Gagne's model is more behaviorist; Dick and Carey's can be more constructivist. • Gagne's model is more succinct; Dick and Carey's is more involved, increasing the time needed to implement instruction. • Gagne's model is more rigid; Dick and Carey's model is more flexible and adaptable, constantly adapting to learners.

  3. Strengths of Gagne’s model: • Stimulation of prior learning allows students to relate new knowledge to existing knowledge, creating a more comfortable learning environment. • Because Gagne’s model builds knowledge progressively and relates it to personal experience, learning is reinforced. • Learning guidance provides scaffolding and builds layers of understanding, creating better outcomes. • The use of various approaches reaches different learning styles, allowing learners to practice knowledge. • An outcome-based model allows learners to know how well they are faring at any time. • Gagne’s model provides a comprehensive approach for developing core knowledge.

  4. Weaknesses of Gagne’s model: • The Gagne model is highly structured and therefore less adaptable. • Gagne's model is firmly based in behaviorist learning, making it unsuitable for teaching all subjects. • The model can fail at the application of knowledge and transfer, creating inadequate connections. • The repetition of learning objectives might not adapt well in the e-learning environment, especially for adult learners. • The model is less effective in providing a framework for putting knowledge into action, lacking in meaningful connections between what is learned and how it relates to the performance expected of the learner.

  5. Conclusion • Gagne’s Nine Events of Instruction provides a straightforward model for designing instruction, and establishes clear objectives and milestones for learners. • It works well for lesson planning and is easy to understand, providing a comprehensive checklist. • The model is considered “old-fashioned” and is teacher-centered. • The model is inflexible and unsuited to all types of subjects; it can be seen as repetitive and inadequate in connecting knowledge with subsequent performance. • Combining Gagne’s model with the strengths of another could create an effective blend for online learning.

  6. References • https://sites.google.com/site/rackalbean/5370-assignments/Instructional-Design • http://www.dokeos.com/doc/thirdparty/Epic_Whtp_learningdesign.pdf • http://www.utsweb.net/Instructional%20Design%20Resources/GagneStyle.pdf

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