Nine Events of Instruction

Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.

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Classroom Observation for the Professional Development of Myanmar University Lecturers in a Singapore Cross-Cultural Context: Perception of Abilities and Learning Based on ‘Nine Events of Instruction’

European Journal of Social Sciences Education and Research ◽

10.26417/ejser.v5i2.p40-49 ◽

2018 ◽

Vol 5 (2) ◽

pp. 40

Author(s):

Siew Hong Lam

Keyword(s):

Professional Development ◽

Cultural Context ◽

Classroom Observation ◽

Cross Cultural ◽

University Lecturers ◽

Events Of Instruction

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Using Gagné's Events of Instruction to Analyze Online Course Quality

Encyclopedia of Distance Learning, Second Edition ◽

10.4018/978-1-60566-198-8.ch330 ◽

2011 ◽

pp. 2231-2238 ◽

Cited By ~ 1

Author(s):

Marc R. Robinson

Keyword(s):

Instructional Design ◽

Online Education ◽

Learning Community ◽

Student Perceptions ◽

Course Design ◽

Online Courses ◽

Online Course ◽

Design Quality ◽

Course Quality ◽

Events Of Instruction

Student perceptions of online courses are likely influenced by two overarching aspects of quality: instructor quality and course design quality (Ortiz-Rodriguez, Telg, Irani, Roberts & Rhoades, 2005). Both of these forces in online education may be analyzed using a well-known model of instructional design - Gagnés instructional design and cognition theory, the centerpiece of which are the nine events of instruction (Gagné, Wager, Golas, & Keller, 2004). Multiple studies positively correlate learner attitudes and perceptions of the online course to instructor quality. Early studies evaluating instructor quality attempted to correlate instructor quality with the attitude and perception of the learner, but not directly to learner success or course design quality. Researchers of online courses, such as Palloff & Pratt (2003), discussed the role of the instructor in depth while neglecting the roles of the learner, the institution, and course design. The main focus remained instructor-centered, and highlighted key instructor tasks such as understanding the virtual learner in terms of roles the learner plays, fostering team roles for the learner, designing an effective course orientation, and identifying potential legal issues the instructor might face (Palloff & Pratt, 2002, p. 16). A distant secondary focus was on effective course design. This highlighted instructor tasks in building an effective online learning community without highlighting the roles effective communication tools would play.

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Designing a Minecraft Simulation Game for Learning a Language Through Knowledge Co-Construction

Teaching, Learning, and Leading With Computer Simulations - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-0004-0.ch007 ◽

2020 ◽

pp. 181-208

Author(s):

Joeun Baek ◽

Hyekyeong Park ◽

Ellen Min

Keyword(s):

Simulation Game ◽

Negotiation Of Meaning ◽

Test Result ◽

Events Of Instruction

The purpose of this chapter is to design a Minecraft simulation game where players can learn a language by communicating and negotiating meaning with other players. To achieve this, Gagné's events of instruction and Schmitt's strategic experience modules were adopted as a theoretical lens for simulation building. After the simulation game was designed, it was implemented to test its feasibility. The result shows that the simulation game has both the intended features of knowledge co-construction and the negotiation of meaning, as well as enjoyment of the game. The test result, however, also suggests that the simulation game needs more conditionals and loops in order for players to repeat their simulation game at any place and time.

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An Examination of Instructional High School Chemistry Videos on EBA Portal in terms of Nine Events of Instruction

Participatory Educational Research ◽

10.17275/per.16.04.3.1 ◽

2016 ◽

Vol 3 (1) ◽

pp. 66-78

Author(s):

Güneş Uğraş ◽

◽

Ahmet Murat Uzun ◽

Ali Battal ◽

Halil Kayaduman ◽

...

Keyword(s):

High School ◽

High School Chemistry ◽

Events Of Instruction

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Events of Instruction

Advanced Methods in Distance Education ◽

10.4018/978-1-59140-485-9.ch008 ◽

2011 ◽

pp. 132-145

Author(s):

Kim E. Dooley ◽

James R. Linder ◽

Larry M. Dooley

Keyword(s):

Distance Education ◽

Instructional Design ◽

Lesson Planning ◽

Learner Motivation ◽

Learner Centered ◽

Events Of Instruction

In previous chapters, we explored systematic instructional design, learner-centered instruction, and objective writing. Now we will give you some nuts and bolts on specific lesson planning and methods to gain attention and stimulate motivation in distance education. What are Gagné’s Nine Events of Instruction and how do these events impact lesson planning? Why use icebreakers and openers in the lesson? How do you stimulate learner motivation? What kinds of things should be included in the closing segment of a lesson?

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