Gagne's Nine Events of Instruction

Summary

This video script introduces Gagne's nine events, a framework for instructional designers to create effective learning experiences. It emphasizes the importance of gaining attention, stating objectives conversationally, stimulating recall of prior knowledge, presenting content with media, providing guidance and mnemonic devices, eliciting performance through practice, offering timely feedback, assessing performance with assessments, and enhancing transfer and retention for real-world application. The script serves as a guide for new instructional designers to craft comprehensive lesson plans and e-learning storyboards.

Takeaways

• 📢 Gagne's nine events are essential conditions for learning and can guide the creation of lesson plans and e-learning storyboards.
• 👀 The first event is to gain attention, which can be achieved through various methods like engaging stories or thought-provoking questions.
• 🎯 The second event is to state objectives in a conversational and simple manner, avoiding overly technical language.
• 🔄 The third event involves stimulating recall of prior knowledge to connect new information with existing long-term memory.
• 📚 The fourth event is presenting content, which should be done using a blend of media and keeping it aligned with the learning objectives.
• 🛠️ The fifth event is providing guidance, which includes scaffolding, mnemonic devices, and tips for efficient learning.
• 💡 Eliciting performance, the sixth event, is about offering practice opportunities where learners can apply new skills in a low-risk environment.
• 🔁 Providing feedback, the seventh event, should be immediate to help learners correct mistakes and improve performance.
• 📊 Assessing performance, the eighth event, is crucial for determining if the learner has achieved the learning objectives, often through assessments or observations.
• 🔗 Enhancing transfer and retention, the final event, focuses on applying learning to real-world situations and providing job aids for reference.

Q & A

What are Gagne's nine events?

Gagne's nine events are research-backed conditions necessary for learning to take place. They serve as a blueprint for crafting lesson plans or creating e-learning storyboards, especially useful for new instructional designers.

Why is gaining attention the first event in Gagne's model?

Gaining attention is the first event because it's crucial to capture the audience's focus before diving into the content. This can be achieved through various methods like engaging stories, videos, animations, audio clips, or thought-provoking questions.

What is the purpose of stating objectives in the learning experience?

The purpose of stating objectives is to clarify what learners will accomplish by the end of the learning experience. It helps set expectations and guide the learner on what they should focus on.

How should instructional designers approach the 'stimulate recall' event?

Designers should stimulate recall by connecting new information to the learner's existing knowledge. This can be done by asking questions or referring to previous lessons to bring pre-existing knowledge into working memory.

What does it mean to present content in Gagne's model?

Presenting content involves using a blend of media, chunking information well, and aligning it with the learning objectives. The goal is to present information in a structured and relevant manner without including unnecessary details.

Why is providing guidance an essential part of the learning experience?

Providing guidance is essential because it offers learners support, such as scaffolding and mnemonic devices, to help them understand and remember the content more efficiently.

How does eliciting performance relate to practice opportunities?

Eliciting performance is about providing low-risk practice opportunities where learners can apply new skills. It allows them to make mistakes and learn from them, which is crucial for skill development.

What is the significance of providing feedback in the learning process?

Providing feedback is significant because it helps learners correct mistakes and understand how to improve. It should be given promptly to align with the practice and guide learners towards the instructional goals.

Why is assessing performance important at the end of a learning experience?

Assessing performance is important to determine whether the learner has achieved the learning objectives. It provides data that can be used by both the learner to identify areas for improvement and by the designer to refine the learning experience.

How can instructional designers enhance transfer and retention of learning?

Designers can enhance transfer and retention by mirroring the performance context, providing job aids, and relating content to real-world situations. This helps learners apply their knowledge effectively outside the learning environment.

What advice is given for new instructional designers regarding Gagne's nine events?

New instructional designers are advised to follow Gagne's nine events in order when designing a learning experience, ensuring each event is addressed to create a comprehensive and effective learning plan.

Outlines

00:00

📚 Introduction to Gagne's Nine Events

This paragraph introduces Gagne's nine events, a framework for instructional design that outlines the necessary conditions for effective learning. The speaker emphasizes the importance of these events for new instructional designers as they provide a concrete blueprint for crafting lesson plans and e-learning storyboards. The first event, gaining attention, is discussed, highlighting the need to capture the audience's focus through various engaging methods such as stories, videos, animations, audio clips, or interactive questions. The paragraph sets the stage for a detailed exploration of each event in the subsequent discussions.

05:01

🎯 Gagne's Events: Stating Objectives to Enhancing Transfer

The paragraph delves into the subsequent events after gaining attention. It starts with stating objectives, advising to keep them simple and conversational rather than using complex Bloom's taxonomy. The speaker then discusses stimulating recall, emphasizing the importance of connecting new information with pre-existing knowledge in learners' long-term memory. The content presentation is covered, suggesting the use of varied media and clear structuring. Guidance is explained as providing support and mnemonic devices to aid learning. Eliciting performance is about offering practice opportunities where learners can apply new skills in a low-risk environment. Feedback is crucial and should be provided promptly to help learners correct their mistakes. Assessing performance involves evaluating whether the learning objectives have been met, often through assessments or observations. Lastly, enhancing transfer and retention is about ensuring that learners can apply their new knowledge and skills in real-world contexts, using job aids and relating content to real-life situations.

10:06

🔍 Practical Application of Gagne's Nine Events

In this final paragraph, the speaker encourages applying Gagne's nine events in a sequential order, especially for new instructional designers, to create comprehensive and effective learning experiences. The paragraph suggests that following this framework can lead to better learning outcomes than simply presenting information in a traditional format like a PowerPoint. The speaker also mentions personal experience with clients who have used storyboard templates aligned with these events. The paragraph concludes with an invitation for viewers to explore more about instructional design and to engage with the content by liking the video and checking out related resources.

Keywords

💡Gagne's Nine Events

Gagne's Nine Events refer to a model of instructional design that outlines nine stages necessary for effective learning. In the video, these events are presented as a blueprint for instructional designers to craft lesson plans and e-learning storyboards. The script emphasizes that these events are particularly useful for new designers because they provide a concrete framework to ensure all necessary conditions for learning are addressed.

💡Instructional Designer

An instructional designer is a professional who designs and develops educational materials and activities. In the context of the video, the role of an instructional designer is to apply Gagne's Nine Events to create comprehensive learning experiences. The video suggests that instructional designers can use these events to guide their design process, ensuring that learners are engaged and that the learning objectives are met.

💡Learning Objectives

Learning objectives are specific, measurable goals that outline what learners should be able to do by the end of a learning experience. The video explains that stating objectives is the second event in Gagne's model, and it's crucial to present these objectives in a conversational and simple manner to the learners, avoiding overly technical language. This helps learners understand what they will accomplish and sets the stage for the learning experience.

💡Cognitivist Perspective

The cognitivist perspective is a learning theory that emphasizes the role of mental processes in acquiring knowledge and skills. In the video, this perspective is used to explain the third event of Gagne's model, which is to stimulate recall of prior knowledge. The instructional designer's job is to bring pre-existing knowledge into working memory to facilitate the encoding of new information into long-term memory, making learning more efficient.

💡Content Presentation

Content presentation is the act of delivering information to learners in a structured and engaging manner. The video discusses this as the fourth event in Gagne's model, suggesting the use of various media and techniques to present content in a way that is aligned with the learning objectives and does not include irrelevant material. The script advises against a 'dry' presentation and encourages creativity to maintain learner engagement.

💡Guidance

Guidance in the context of instructional design refers to the support provided to learners to help them understand and master new material. The video describes this as the fifth event in Gagne's model, where the designer provides scaffolding, such as reasoning behind answers, practice questions, and mnemonic devices. This guidance is intended to assist learners in efficiently learning and retaining the content.

💡Elicit Performance

Eliciting performance is the process of providing learners with opportunities to practice and apply new skills. The video explains this as the sixth event in Gagne's model, emphasizing the importance of low-risk practice opportunities where learners can try out new skills and receive feedback. This practice is crucial for skill development and is a key component of effective instructional design.

💡Feedback

Feedback in instructional design is the provision of information to learners about their performance, typically after they have attempted a practice task or assessment. The video describes feedback as a crucial companion to practice, where learners can learn from their mistakes and adjust their approach. Timely feedback is emphasized as essential for guiding learners towards the instructional goals.

💡Assess Performance

Assessing performance involves evaluating whether learners have achieved the learning objectives. The video discusses this as the seventh event in Gagne's model, often involving assessments like multiple-choice questions. This assessment provides data that is useful for both the learner, to identify areas for improvement, and the designer, to refine the learning experience.

💡Enhance Transfer and Retention

Enhancing transfer and retention is about ensuring that learners can apply their new knowledge and skills in real-world situations beyond the learning context. The video describes this as the final event in Gagne's model, suggesting strategies like mirroring the performance context in the learning experience and providing job aids. These methods help learners to transfer their learning effectively and retain the information over time.

Highlights

Gagne's nine events are essential for designing comprehensive learning experiences.

These events serve as a blueprint for instructional designers, especially for those who are new to the field.

The first event is to gain attention, which can be achieved through various engaging methods.

Stating objectives should be done in a conversational manner to avoid being too dry.

Stimulating recall involves connecting new knowledge with pre-existing knowledge in long-term memory.

Presenting content should be done with a blend of media and should be well-chunked for better understanding.

Providing guidance is crucial, which includes scaffolding and mnemonic devices to aid learning.

Eliciting performance is about giving learners low-risk opportunities to practice new skills.

Providing feedback should be immediate to help learners adjust and improve.

Assessing performance is typically done at the end of a learning experience to evaluate learning outcomes.

Enhancing transfer and retention involves mirroring real-world performance contexts in the learning experience.

Job aids can be used to connect the learning experience with real-world applications.

Relating content to real-world situations helps learners see practical applications of their new knowledge.

Gagne's nine events can be used in any order, but they should be considered at every stage of the design process.

For beginners in instructional design, following Gagne's events in order can be a helpful starting point.

Transcripts

if you're looking to design  comprehensive learning experiences  

or become an instructional designer then you're  going to want to know about Gagne's nine events

Gagne's nine events include all of the  research-backed conditions that are necessary  

for learning to take place so you can use these  events to craft lesson plans or create your  

e-learning storyboards and these events are really  good especially for new instructional designers  

because they're very concrete and they can serve  almost as a blueprint for your learning experience 

so let's dive into it here are the nine events and  we are going to cover each one of these in detail  

so the first one up is gain attention now I  want to say all these events they don't have to  

necessarily be done in order but most of the time  you do want to start by gaining your audience's  

attention and this can be done in in quite a few  ways I think Gagne presents this as a change in  

stimulus with a simple example of like turning  the lights on and off in a classroom to direct  

everyone's attention to the learning experience  but you can also do this with an engaging story  

with maybe an engaging video animation  audio clip or even interaction  

and a thought-provoking question just to again  orient people to the learning experience and try  

to get everyone focused on what's about to come  so you can be creative with how you gain attention  

but you do want to you know you do want to pay  attention to this event because if you're just  

diving right into some really dry content people  probably aren't going to be super attentive to it

the next event is to state objectives so you  really want to answer the question like what  

are the people going to learn in this learning  experience what are they going to accomplish  

by the end of this and the biggest mistake  people make here is they prevent the very dry  

Bloom’s taxonomy learning objectives  that you would use to guide your design  

these you don't need to present your instructional  design objectives to your audience those are for  

you to make your design decisions when it comes  to stating the objectives you want to keep it  

conversational you know today you'll learn about  this by the end of this you'll know how to do this  

we don't need to say you know you'll be able to  recognize each of these three facets like identify  

this and that again keep it conversational  keep it simple just try to let them know  

where you're going with the learning experience the third event is to stimulate recall so from a  

cognitivist perspective you learn by connecting  new knowledge and new skills to knowledge and  

skills that you already have in your long-term  memory so your job as the instructional designer  

or the facilitator is you want to bring that  pre-existing knowledge into the working memory  

so that when the new you know when you present  the new information and the new knowledge and the  

new skills it's much easier to connect those two  pieces and encode that into long-term memory so  

again this is cognitive information processing  theory we don't need to dive super far into it  

from a practical perspective though you want to  ask questions that cause people to draw on their  

pre-existing knowledge and maybe refer to that  pre-existing knowledge throughout the course so  

you know this might be as simple as referring to  things that you learned in the previous lesson  

or it might be referring to things  that you would have learned like  

you know decades ago or years ago the idea  here is bringing any of that relevant info  

that the people have to the forefront so that it's  easier to learn and connect the new information  

and you want to add that into  your lesson plan or your design

alright this fourth event is to present content  I think that most teachers, facilitators,  

and designers are familiar with this piece  yeah you know use a blend of media if you can  

chunk it well so that you're not jumping all over  the place with your content try to keep it aligned  

with your objective so that you're not including  anything irrelevant or unnecessary again we don't  

need to spend a ton of time on presenting content  alright the fifth event is to provide guidance  

a lot of designers get i've seen get confused  with this part but really this is like the  

supporting you know scaffolding is one way to do  this in the in the beginning of the experience you  

provide more guidance by maybe you help people  see the reasoning behind certain answers or  

behind certain approaches you give them practice  questions that might start off more simple and you  

and you know you provide more information to  the why and guide them to the right answer  

that's what we're referring to here also  mnemonic devices so like PEMDAS when you're  

learning like the order of operations in math  class it's like please excuse my dear aunt sally  

yeah just little tips and tricks to remember  things to learn the information to practice  

the skills you know I have your tips about how  to study or learn the material maybe you're  

suggesting that they make flash cards pieces  like that you know pieces that aren't exactly  

presenting the content but helping people  learn that content in an efficient way  

that's the guidance and that is a necessary  piece to designing a learning experience 

alright up next we have elicit performance  another way to think about that it this is  

to provide practice opportunities so people learn  new skills when they can actually practice those  

skills and it's up to you as a designer to make  sure that those practice opportunities are there  

this is important you know it's low risk if they  fail a practice question or a practice quiz or  

something it's not the end of the world they can  just try again and yeah that's all there really is  

to it make sure that people have a chance to  practice don't just dump the content on them  

providing feedback it goes hand in hand with  providing those practice opportunities you want  

to provide the feedback as soon as possible  so when someone is off track or when they  

are answering questions incorrectly they can get  feedback as to why and they can adjust accordingly  

to get closer to where they need to be and  get closer to that instructional goal so  

that's that's the real point here give  people a chance to learn from their mistakes  

you can give people all the practice in the  world but if they're practicing incorrectly  

and they don't know why or how to do it the  right way then you're not really helping them  

so make sure that feedback is tied to that  performance or that practice very closely 

next up we have assess performance so this  is usually comes at the at the end of the  

experience it's when we want to see okay  did this person actually learn anything  

and a common way to do this is with these multiple  choice questions or assessments but you can also  

do this with observation for things that are  a bit more visual when you can see someone  

performing it correctly and we can go much  deeper into this but that's the main idea here  

when you're assessing that performance and  seeing if someone actually did learn what they're  

supposed to learn you're getting useful data for  both the the person going through that learning  

experience and the instructor or the designer so  the person going through the experience if they  

fail that assessment at the end it gives them a  pretty good idea of okay i'm not ready I need to  

go back and study this information more I need to  look at some other sources maybe get some coaching  

so that I can get on the right track with this and  if you're the designer and you're seeing people  

not pass that assessment it can give you some  useful data about how to improve that learning  

experience or improve that assessment to make  it more in line with the learning objectives 

and finally one of my favorites enhance transfer  and retention so you know you have this learning  

experience maybe it's anywhere between 10 and  60 minutes long maybe longer maybe shorter  

but you want people to take away what they  learned and use it on the job or in real life  

so one of the best ways to do this  is to mirror the performance context  

so imagine the situation where the person  is going to have to actually use this new  

knowledge or these new skills and try to mirror  that situation in the learning experience  

so this is good for you know simulations when you  when you really put someone in that same situation  

they would be in in real life and then you you  give them the guidance they need to use those  

those skills and that knowledge in that real world  context job aids are another great way to do this  

you know you just learned what you  learned over this past 30 minutes or so  

now you can get it on this nice one page  job aid and take that with you to the job  

and you can see now that enhanced transfer use the  job aid as like a connector between the learning  

experience and the actual job so you can quickly  reference it without having to go back and spend  

another 30 minutes doing that learning experience  over again whenever you need a quick refresher  

and finally yeah this is the idea relate  the content to the real world situations  

help people see how they'll be able to use what  it is that they're learning in the real world 

so I hope that helped those are Gagne's nine  events again they can be used in any order you  

probably want to be thinking about these things  at every stage of your design process when you  

actually are designing that experience  you want to weave these things throughout  

and with that being said I have worked with  clients and companies who've had storyboard  

templates that follow these events almost to  a t so it starts with getting that attention  

it leads into stating those objectives then you  know there's a section about stimulating recall  

and it kind of just goes through this like in  order and that's completely fine especially if  

you are a newer instructional designer or you  haven't designed a learning experience before  

just try following this in order and checking  all the boxes and seeing how you do because  

this is a lot better than just you know presenting  a 45-minute powerpoint presentation like kind of  

like what i'm doing now not 45 minutes but  you get the idea you can design something  

much more comprehensive and effective by  addressing each one of Gagne's nine events  

so if this was helpful please go ahead and like  the video and if you are interested in becoming  

an instructional designer you can check out  my full video on that topic which I will link  

in the description below so thanks for  watching and I will see you in the next video