Below you can find an in-depth breakdown of two theories of instructional design that interests me. This information is crucial for developing high quality instructional programs!
| Questions | Behaviorism | Gagné’s Theory of Instruction | Compare/Contrast |
| 1. Solving Real-World Problems | Despite its limitations, behaviorism is seen most prominently in [real-world] contexts where the objectives are unambiguous, where their attainment can be judged according to commonly agreed upon criteria of successful performance, and where a clear imbalance exists between teachers’ and learners’ areas of expertise (Conner, 2002). | To solve real world problems, the instructor determines the objectives, then categorizes them into one of the five domains of learning outcomes. Each of the objectives is stated in performance terms using one of the standard verbs associated with the learning outcome. The instructor then uses the conditions of learning for the learning outcome to determine the conditions necessary for learning, and the events of instruction necessary to promote the internal process of learning are lastly chosen and put into the lesson plan (Nine events of instruction -Ed Tech Wiki). | Gagne’s works are considered instructional theories and are built on the foundational works of Watson, Skinner, Bloom, Mager and Glaser. Behaviorism is a behavioral learning theory focusing on key learning concepts like feedback, objectives and feedback. Gagne’s work guides the learning environment that facilitates gaining skills in the real-world context (Driscoll, 2006). |
| 2. Activation of Existing Knowledge | Behaviorist pedagogy considers learning to be a behavior that shows an acquisition of knowledge or skills (Behaviorism- EdTech Wiki). Since behavioral learning theory is empirically based, the behavior is observed before and after an intervention (Driscoll, 2006). | Gagne breaks down the “conditions of learning” into both internal and external conditions. The internal conditions deal with previously learned capabilities of the learner…what the learner knows prior to the instruction. The external conditions deal with the stimuli that is presented externally to the learner. The instruction is designed in step 3 to stimulate recall of prior knowledge (Nine Events-EdTech Wiki). | Both theories focus on the activation of prior knowledge. Behaviorism achieves this through observation of a desired behavior prior to instruction, while Gagné’s approach involves prompting learners to recall prior knowledge as one step that is a part of a structured instructional sequence. |
| 3. Demonstration of New Knowledge to the Learner | New knowledge is demonstrated through “drill-and-practice” exercises where the learners are rewarded for good answers and punished for bad answers. Learning is only seen as the acquisition of new behaviors | New knowledge is demonstrated through clear and structured presentations of content and interwoven with eliciting performance from the learners and providing informative feedback (Nine Events-EdTech Wiki). | Both theories help organize the demonstration of new knowledge, but behaviorism disregards activities of the mind to focus on what can be seen and measured. Gagné’s approach assumes the learners require different conditions for learning based on the five major categories for learning: verbal information, intellectual skills, cognitive strategies, attitudes and motor skills. |
| 4. Application of New Knowledge by the Learner | Knowledge is applied by the learner after programmed instruction which breaks the knowledge down into small steps and requires learners to respond frequently (Driscoll, 2006, p. 54), thus assuring “errorless performance.” This requires the learner to receive the benefits of feedback immediately after they apply the knowledge. | Gagne’s “enterprise schema” defines the context for learning to help designers integrate multiple goals into instruction (Driscoll, 2006, p. 57). We do not see the knowledge being directly applied in the performance context, but the systematically designed process of instruction helps tro “assess performance” in the 8th step of the 9 events to move the learner in this direction. The 9th step focuses on “enhancing retention and transfer” of the new knowledge to the performance context. | Behaviorism emphasizes the need to repeat behaviors to prove knowledge can be applied and treats learners the same. Gagne’s theories support a structure to “support internal processes such as attention, encoding and retrieval” (Driscoll, 2006, p.57), thus being more aligned with cognitivism. |
| 5. Integration of New Knowledge | Behaviorism only looks at changes in behaviors to determine if the knowledge is integrated, and if a learner tries a new strategy and it is successful (reinforced) they are more likely to keep using the strategy. | Knowledge is specifically integrated into the learning curriculum to reflect the categories of learning, as they all require different conditions to produce the desired outcomes. The application of Gagne’s theory into instructional design is very analytical, and “therefore possible to lose sight of the overall context for learning when dealing with all the details of instruction” (Driscoll, 2006, pp. 56-57) | Both theories are looking to change behaviors, but Gagne considers the learner and what category skill they are learning to help determine the strategy for integration of knowledge. Behaviorism is more of a one-size-fits-all theory compared to Gagne’s which has many variations based on the skills being learned and considerations for all three domains of learning. |
| Steps | Behaviorism: Mastery Learning Approach |
| Scenario Description | A short sailing class where sailors master the docking and maneuvering in a series of steps. |
| Promotion | Learning is promoted through ordered steps at the very basic level that require mastery of each prerequisite step before moving on to the next. First, they will master the basic concepts, then maneuvers, then docking in real situations. |
| Example Steps | 1. Understanding Basic Concepts: Learners are introduced to basic sailing concepts and review until the learner can recite 80% or more of them. 2. Practicing Basic Maneuvers: Learners practice and repeat simple maneuvers such as starting the motor, engaging in forward, engaging in reverse, turning the tiller and motor at the same time…until can prove mastery. 3. Mastering Docking Techniques: Learners will then practice docking the sailboat in a windward slip until they get it correct 100% of the time, then they will practice docking in a leeward slip until they apply the skill correctly 100% of the time 4. Applying Skills in Real Situations: Learners apply their docking and maneuvering skills in increasingly complex real-world scenarios, such as docking in crowded marinas or in strong currents, with continuous feedback and reinforcement. |
| Rationale | The sailing scenario is appropriate because each step is broken down and mastered before moving on to the next using continuous reinforcement and feedback to ensure learners achieve proficiency at each stage. This falls in line with behavioral learning theory because there must be an observed change of behavior before moving on to the next skill. This method ensures that learners build a strong foundation of skills and knowledge and increases the likelihood of successful performance in real-world situations. |
| Steps | Gagné’s Nine Steps Sailing School Docking Module |
| Gain attention | Present a movie clip from Caddyshack when Rodney Dangerfield’s character hilariously crashes while docking the boat. Ask learners questions about what they noticed and what they think is important for successful docking. |
| Describe the goal | State that by the end of the lesson, learners will be able to dock and maneuver a sailboat confidently and safely in various wind and current conditions. The instructor will then demonstrate a successful docking maneuver, emphasizing the key steps and skills involved. |
| Stimulate recall of prior knowledge | Use a quick review quiz to assess their understanding of basic sailing maneuvers, wind awareness, and sailboat controls. |
| Present the material to be learned | Use multimedia to present the steps involved in docking and maneuvering a sailboat. Break the information into manageable clusters, such as approaching the dock, controlling speed, and securing the boat. |
| Provide guidance for learning | Offer detailed instructions on how to approach learning the docking process. Use memorable phrases and acronyms and include tips and tricks for handling different docking scenarios, such as strong winds or busy marinas full of boats entering and exiting. |
| Elicit performance “practice” | Allow learners to practice docking maneuvers using a sailboat simulator or in a controlled environment on the water. Provide multiple-choice questions to reinforce key concepts and decision-making during the docking process. |
| Provide informative feedback | Give real-time feedback during practice sessions, highlighting correct maneuvers and areas for improvement. Analyze behavior and provide step-by-step solutions for any mistakes. Show video examples of good docking techniques. |
| Assess performance | Conduct a practical test where learners demonstrate their docking skills in various conditions. Provide a performance checklist to ensure all key steps are correctly executed. Offer general progress feedback to motivate and guide further practice. |
| Enhance retention and transfer | Inform learners about similar docking situations they might encounter in different marinas and conditions. Encourage learners to review the lesson materials and reflect on their experiences. Offer follow-up sessions to reinforce skills and build confidence. |
This scenario is suitable for Gagné’s Conditions of Learning because it follows a structured sequence of instructional events designed to support learning and application of complex sailing maneuvers.
References
Behaviorism – EduTech Wiki. (n.d.). Edutechwiki.unige.ch. Retrieved July 16, 2024, from https://edutechwiki.unige.ch/en/Behaviorism
Conner, Marcia (2002) L. A Primer on Educational Psychology, HTML, retrieved 14:46, 14 August 2007 (MEST)
Driscoll, M.P. (2006). Psychological Foundations of Instructional Design. Trends and Issues in Instructional Design and Technology (pp. 38) (2nd ed.). Prentice Hall.
Nine Events of Instruction – EduTech Wiki. (n.d.). Edutechwiki.unige.ch. Retrieved July 16, 2024, https://edutechwiki.unige.ch/en/Nine_events_of_instruction
Discussion
I chose these topics because they are fundamental to my educational background, and I wanted to understand why education often feels so “rigid.” Questions about the use of skills made me reflect on the skills I’ve learned in the past.
Upon reviewing the articles in EdTech Wiki, I understand that Gagné’s instructional theories build on the learning theory of Behaviorism. According to Gagné and the D&C model, when teaching new skills, you must consider the category of skills (intellectual, cognitive, verbal information, motor, or attitude) and analyze the learners and learning environment. While there is no one-size-fits-all strategy, I aim to conduct more in-depth research to understand the most effective ways people learn today.
For intellectual and cognitive skills, I prefer a “sage on the stage” approach, where a strong leader guides me through challenging material. However, for verbal information and psychomotor skills, I prefer the guidance of a “drill instructor” type who uses repetitive drills and practice, similar to how I improve my putting on the golf course.
I recently discovered a great YouTube resource about applying AI to create questions based on Bloom’s Taxonomy. I’m curious about which learning theory this strategy aligns with. At minute 12:11 in the video, Dr. Sung demonstrates how to ask the AI for questions about a specific topic using Bloom’s level 6 taxonomy. After trying this method myself, I believe it might be an example of cognitivism or constructivism. However, I’m unsure because I find that the only way I truly learn this material is through repetitive practice and researching the answers to the questions, which suggests behaviorism is being modeled best when using generative AI.
Sung, J. (2024, June 7). 6 levels of thinking every student must master. YouTube. https://www.youtube.com/watch?v=1xqerXscTsE
Further Discussion
I thought I knew about behaviorism until I researched more to discover how intertwined it is with Gagne. I found this quote from the Edtech Wiki which is quite helpful about the 9 Events of Instruction, “”Nine events of instruction” is an instructional design model put together by Gagne. This is a behaviorist model that also draws from cognitivism.” (Nine Events of Instruction -EdTech Wiki). This leads me to believe that Gagne was expanding on behaviorism by developing it into the classroom learning context. I gained more understanding about the D&C model because I remember the text saying that it was not a constructivist model (putting the learner in charge of constructing the learning environment), and this must mean it too is a behaviorist model that also derives from a small amount of cognitivism. In examining the history from our text, Gagne researched effective teachers in classrooms and had experience designing training programs for the Air Force, so that leads me to believe his theories are influenced by behaviorism since it was the predominant model.
I think that five major categories of learning (verbal information, intellectual skills, cognitive strategies, attitudes, motor skills) , the nine events of instruction, and the taxonomy of learning outcomes all fall under the umbrella of Gagne’s condition of learning which is a mostly behaviorist model and a percentage cognitivism. I found in EDC572 that testing for attitudes and beliefs like “have a safety oriented mindset while sailing” is very hard to examine and test. I initially wanted to construct my module around this, but had to scrap the idea.
Nine Events of Instruction – EduTech Wiki. (n.d.). Edutechwiki.unige.ch. Retrieved July 16, 2024, https://edutechwiki.unige.ch/en/Nine_events_of_instruction
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