Gagne’s Nine Events of Instruction is another well-known framework or process for instructional design. It involves nine components that together create optimal learning 1) gain attention of students, 2) inform students of the objectives, 3) stimulate recall of prior learning, 4) present the content, 5) provide learning guidance, 6) elicit performance (practice), 7) provide feedback, 8) assess performance, 9) enhance retention and transfer to the job (Northern Illinois University Faculty Development and Instructional Design Center, 1992).
This video is an example of student-generated content. The video “Robert Gagne: The Conditions of Learning” was an assignment in a graduate program. We are using it here as a brief (9 minute) overview. Student-generated content is an example of how students can produce real-world, usable learning objects that others can then use to effectively learn from.
Watch the video. Think about how you could utilize student-generated content to contribute to a self-sustaining ecosystem of learning.
Next, we’re going to look at some of the quality tools and processes utilized within education to ensure high quality in online and blended learning.
Click HERE to move to the next Module: Current Tools for Quality in Online Learning Design and Implementation
Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives, 103(July).
McTighe, J., & Wiggins, G. (2012). Understanding By Design framework. Association for Supervision and Curriculum Development. Retrieved from ftp://ftp1.sd34.bc.ca/ProD/VC/BackwardDesign/UbD_WhitePaper0312.pdf
Northern Illinois University Faculty Development and Instructional Design Center. (1992). Gagné’s Nine Events of Instruction. Principles of Instructional Design.
Peterson, C. (2003). Bringing ADDIE to life: Instructional design at its best. Journal of Educational Multimedia and Hypermedia, 12(3), 227–241.
Reiser, R. a. (2001). A History of Instructional Design and Technology: Part II: A History of Instructional Design. Educational Technology Research and Development, 49(2), 57–68.