Robert Mills Gagné ( August 21, 1916 – April 28, 2002 ) was an american english educational psychologist best known for his Conditions of Learning. He pioneered the skill of instruction during World War II when he worked with the Army Air Corps training pilots. He went on to develop a serial of studies and works that simplified and explained what he and others believed to be “ dear teaching. ” Gagné was besides involved in applying concepts of instructional theory to the design of computer-based training and multimedia -based learn. [ citation needed ] His employment is sometimes summarized as the Gagné assumption : that different types of learning exist, and that unlike instructional conditions are most likely to bring about these different types of memorize .

biography [edit ]

early life and education [edit ]

Robert Mills Gagné was born on August 21, 1916 in North Andover, Massachusetts. In high school, he decided to study psychology and possibly be a psychologist after reading psychological text. In his valediction manner of speaking of 1932, Gagné professed that the science of psychology should be used to relieve the burdens of homo life. [ 1 ] Gagné received a eruditeness to Yale University, where he earned his A.B. in 1937. He then went on to receive his Sc.M. and Ph.D. at Brown University where he studied the “ discipline operate reception ” of egg white rats as separate of his thesis. [ 2 ]

career [edit ]

His first college teaching speculate was in 1940, at Connecticut College for Women.

His initial studies of people rather than rats were interrupted by World War II. In the first class of war, at Psychological Research Unit No. 1, Maxwell Field, Alabama, he administered and scored aptitude tests to choose and sort aviation cadets. thereafter, he was assigned to officeholder school in Miami Beach. He was commissioned a second deputy, and assigned to School of Aviation Medicine, Randolph Field, Fort Worth, Texas. After the war, he held a impermanent staff position at Pennsylvania State University. He returned to Connecticut College for Women. In 1949, he accepted an extend to join the US Air Force organization that became the Air Force Personnel and Training Research Center, where he was research director of the Perceptual and Motor Skills Laboratory. In 1958, he returned to academia as professor at Princeton University, where his research shifted focus to the determine of problem resolution and the learn of mathematics. In 1962, he joined the American Institutes for Research, where he wrote his first reserve, Conditions of Learning. He spent extra fourth dimension in academia at the University of California, Berkeley, where he worked with alumnus students. With W. K. Roher, he presented a newspaper, “ instructional psychology ”, to the Annual Review of Psychology. In 1969, he found a last home plate at Florida State University. He collaborated with L. J. Briggs on Principles of Learning. He published the second and third editions of The Conditions of Learning. [ 3 ]

personal life [edit ]

Gagné ‘s widow, Pat, was a biologist. They had a son, Sam, and daughter, Ellen. His non-professional pursuits included constructing wood furniture and read modern fabrication. In 1993, he retired to Signal Mountain, Tennessee with his wife .

Learning march [edit ]

Gagné ‘s theory stipulates that there are several types and levels of learn, and each of these types and levels requires education that is tailored to meet the needs of the student. While Gagne ‘s learning blueprint can cover all aspects of learning, the stress of the theory is on the memory and perfect of intellectual skills. [ 4 ] The theory has been applied to the plan of teaching in all fields, though in its original formulation especial attention was given to military prepare settings. [ 5 ] Each category requires unlike methods in decree for the particular skill set to be learned. [ 6 ]

Eight ways to learn [edit ]

In 1956, based on the degree of complexity of the mental process, suggested a system of analyzing different conditions or levels of learning from elementary to complex. According to Gagné, the higher order of learning in the hierarchy is built upon the lower levels, requiring a greater total of former cognition to progress successfully. This analyzes final capability into hyponym skills in an order such that the lower levels can be predicted for incontrovertible transportation of higher grade learning. [ 7 ] The lower four orders focus on the behavioral aspects of determine, while the higher four focus on the cognitive aspects. [ 8 ] In his original discipline on instruction, through a analyze derived from an analysis of determine of a undertaking of constructing formulas for the sums of act serial, Gagné attributed individual differences or differences in intelligence in learning. [ 7 ]

Steps of planning direction [edit ]

  1. Identify the types of learning outcomes: Each outcome may have prerequisite knowledge or skills that must be identified.
  2. Identify the internal conditions or processes the learner must have to achieve the outcomes.
  3. Identify the external conditions or instruction needed to achieve the outcomes.
  4. Specify the learning context.
  5. Record the characteristics of the learners.
  6. Select the media for instruction.
  7. Plan to motivate the learners.
  8. Test the instruction with learners in the form of formative evaluation.
  9. After the instruction has been used, summative evaluation is used to judge the effectiveness of the instruction.

nine Events of instruction [edit ]

  1. Gain attention: Present stimulus to ensure reception of instruction.
  2. Tell the learners the learning objective: What will the pupil gain from the instruction?
  3. Stimulate recall of prior learning: Ask for recall of existing relevant knowledge.
  4. Present the stimulus: Display the content.
  5. Provide learning guidance
  6. Elicit performance: Learners respond to demonstrate knowledge.
  7. Provide feedback: Give informative feedback on the learner’s performance.
  8. Assess performance: More performance and more feedback, to reinforce information.
  9. Enhance retention and transfer to other contexts

evaluation of teaching [edit ]

  1. Have the objectives been met?
  2. Is the new program better than the previous one?
  3. What additional effects does the new program include?

The determination is to supply data on feasibility and efficiency to develop and improve the course. evaluation is concerned with the effectiveness of the course or platform regarding the student ’ s performance. Based on the scholar ‘s performance, measures are taken of the kind of scholar capabilities the program is intended to establish. When objectively analyzing the condition for learning Gagné says, “ Since the purpose of education is learning, the central focus for rational derivation of instructional techniques is the human learner. Development of rationally sound instructional procedures must take into account learner characteristics such as originate capacities, experimental maturity, and stream cognition states. such factors become parameters of the design of any especial platform of teaching. ” [ 9 ]

Awards [edit ]

  • Membership in Phi Beta Kappa, Sigma Xi, and the National Academy of Education
  • Eminent Lectureship Award by the Society of Engineering Education
  • Phi Delta Kappa Award for Distingued Educational Research
  • E. L. Thorndike Award in Educational Psychology
  • John Smyth Memorial Award from the Victorian Institute of Educational Research
  • The Robert O. Lawton Distinguished Professorship, Florida State University’c highest award
  • American Psychological Association Scientific Award for Applications of Psychology
  • Educational Technology Person of the Year Award
  • AECT Outstanding Educator and Researcher Award [10]

See besides [edit ]

References [edit ]

further reading [edit ]

  • Richey, Rita C. (2000) The legacy of Robert M. Gagné
  • Gagne, R.M., Wager, W.W., Golas, K.C., and Keller, J.M. (2004). Principles of Instructional Design, 5th Edition.

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