Robert Gagne

I am working on revamping an old project at home in my spare time and came across some of my old learning theory text books from university the other day. One guy that stood out I remember was a guy called Robert Gagne. I still use his 9 Events of Instruction often when creating courses online, it’s like stuck in my mind. Robert Gagne, a lot people consider the dad of Instructional Design, wrote that all instruction is not equal and that different types of instruction are required for different learning outcomes. Though not a groundbreaking concept today, the idea was quite novel back in the day. What this principle means from what I remember is that what an educator does make a difference in what students do, in what students learn, and in what concepts students may or may not develop. This principle also reinforces the instructional design practice of planning student assessments simultaneously with the planning of instructional experiences and of embedding assessments within instructional events. This principle encourages us to answer the instructional design question of what knowledge, skills, and attitudes you want your students to develop and grow and then to design the teaching and learning events to accomplish those goals and determine what evidence will illustrate student accomplishments. An example of this principle is the gradual reintegration of apprenticeships, internships, and complex problem-solving simulations into teaching and learning experiences. So, if the desired outcome is for students to be great chefs, they probably need to cook; if the desired set of skills is becoming entrepreneurs, students probably need to serve as apprentices in an internship environment or at least practice entrepreneurial activities. This principle is also at work with pilot training on simulators and students practicing lab techniques in a model environment. So anyone who designs courses, they should ensure that they have explicitly defined the outcomes they seek to reach and that the learning experiences consistently support and assess these outcomes.

Published by theirishduck

I love the ability where I can plan, prioritise, design, develop and deliver blended learning solutions for a variety of markets. I love to consult and advise about the best use of digital learning and improve design standards in line with evolving ways of working. I also enjoy to keep up to date with, understand and regularly recommend emerging technologies and practice to improve individuals, teams and organisational capabilities. With over 12 years digital learning experience and demonstrated experience in both instructional design and eLearning development, I have also a lot of experience conducting training needs analysis including how to leverage principles such as design thinking and root cause analysis to understand and address performance gaps. I also have led many facilitation workshops and even presented at iDesignX and Game Developers Conferences both here in Australia, Wales and in the United States. I bring loads of coding experience in Java, ASM, C++, HTML, JavaScript, SCORM and xAPI, as well as proven capability using Adobe Captivate, Trivantis Lectora and Articulate Storyline 360 Studio authoring programs. Of course, Adobe Creative Cloud is also part of my toolbox which I also use daily. Being taught traditional and advanced 3D animation techniques, I love hand drawing and polymer clay sculpture, but can also use the Blender, 3D Studio Max, Maya and Softimage applications. With strong multimedia, training and programming backgrounds, I understand modern learner behaviour including micro and social learning, I am very familiar with most LMSes and app-based (XCode and Android Studio), adult learning models and e-solutions. I also possess the ability to manage multiple projects simultaneously, whilst being pro-active in delivering work independently with minimal supervision, but enjoy working in teams. I've been told I am a resilient, relationship focused guy which can manage and navigate conflicting views and stakeholders/subject matter experts.

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