The Instruction Theory of Robert Gagné

2021 ◽  
pp. 80-93
Keyword(s):  
Educational Technology ◽  
Learning Theory ◽  
Scientific Knowledge ◽  
Learning Theories ◽  
Integrated Theory ◽  
History Of ◽  
External Conditions ◽  
Instruction Theory ◽  
Conditions Of Learning ◽  
Learning And Instruction

Robert Gagné is an author with a landmark in the history of learning and can be considered as one of the most influential psychologists and researchers in the field of instruction. Gagné is clearly part of a group of authors who are particularly interested in educational technology, understood as the application of scientific knowledge of learning theories to practical situations of instruction. In summary, Gagné's proposal considers three fundamental elements: 1) a taxonomy of types of learning, 2) the internal and external conditions necessary to achieve these types of learning, and 3) the conditions of learning. In essence, the combination of these elements constitutes an integrated theory of learning and instruction. Considering whenever possible and necessary the aspects presented, this chapter presents Robert Gagné's perspective with special emphasis on instruction theory and conditions of learning theory.

Educational Technology and Learning Theory

2011 ◽  
pp. 712-716
Author(s):  
Gary A. Berg
Keyword(s):  
Educational Technology ◽  
Learning Strategies ◽  
Learning Theory ◽  
Theoretical Models ◽  
Learning Theories ◽  
Computer Based Learning ◽  
Technology And Learning ◽  
History Of ◽  
Computer Based ◽  
Common Learning

This overview briefly reviews the history of educational technology and surveys relevant learning theory. In order to understand fully computer-based learning in the United States, one needs to have a more general sense of the history of educational technology (Berg, 2003). Common learning theories that have been applied to computer environments also need close examination because they provide the rationale for specific approaches and learning strategies. In this review, one sees the important influence behavioral and constructivist theoretical models have had on educational-software design in America. Finally, cooperative learning and learning-styles theories are outlined because of their relevance to specific computer-based teaching methods.

Educational Technology and Learning Theory

2011 ◽  
pp. 759-763
Author(s):  
Gary A. Berg
Keyword(s):  
Educational Technology ◽  
Learning Strategies ◽  
Learning Theory ◽  
Theoretical Models ◽  
Learning Theories ◽  
Computer Based Learning ◽  
Technology And Learning ◽  
History Of ◽  
Computer Based ◽  
Common Learning

This overview briefly reviews the history of educational technology and surveys relevant learning theory. In order to understand fully computer-based learning in the United States, one needs to have a more general sense of the history of educational technology (Berg, 2003). Common learning theories that have been applied to computer environments also need close examination because they provide the rationale for specific approaches and learning strategies. In this review, one sees the important influence behavioral and constructivist theoretical models have had on educational- software design in America. Finally, cooperative learning and learning-styles theories are outlined because of their relevance to specific computer-based teaching methods.

Educational Technology and Learning Theory

2011 ◽  
pp. 595-600
Author(s):  
Gary A. Berg
Keyword(s):  
Educational Technology ◽  
Learning Strategies ◽  
Learning Theory ◽  
Theoretical Models ◽  
Learning Theories ◽  
Computer Based Learning ◽  
Technology And Learning ◽  
History Of ◽  
Computer Based ◽  
Common Learning

This overview briefly reviews the history of educational technology and surveys relevant learning theory. In order to understand fully computer-based learning in the United States, one needs to have a more general sense of the history of educational technology (Berg, 2003). Common learning theories that have been applied to computer environments also need close examination because they provide the rationale for specific approaches and learning strategies. In this review, one sees the important influence behavioral and constructivist theoretical models have had on educational-software design in America. Finally, cooperative learning and learning-styles theories are outlined because of their relevance to specific computer-based teaching methods.

Contributions to the History of Psychology: XCV. Possible Relations between Theories of Evolution and Animal Learning

1993 ◽  
Vol 73 (1) ◽  
pp. 211-223 ◽  
Author(s):  
Jesse E. Purdy ◽  
Arthur Harriman ◽  
Joseph Molitorisz
Keyword(s):  
Natural Selection ◽  
20Th Century ◽  
Learning Theory ◽  
World View ◽  
A Priori ◽  
Learning Theories ◽  
Late 19Th Century ◽  
Theory Of Evolution ◽  
History Of ◽  
Theories Of Evolution

It is proposed that the dominance of continuity learning theory as set against noncontinuity learning theory during the middle third of the 20th century rested importantly on its derivation from Darwin's theory of evolution. The kinship is shown in several ways. First, Thorndike and Hull echoed the principle of natural selection in their belief that behaviors underwent gradual modification because acts that were attended steadily by favorable consequences tended to occur with increasing frequency. Second, they denied both nonphysical explanations of behavior and a priori purposes which might guide that behavior. Third, the laws of learning were said to hold for all organisms. It is argued that the continuity approach may have enjoyed success because it was consistent with the Darwinian world view. Had punctualist, rather than gradualist, explanations of evolution come to the fore in the late 19th century, learning theories might have proceeded quite differently with the dominance of noncontinuity approaches.

Gagne's Nine Events of Instruction

2011 ◽  
pp. 353-356
Author(s):  
Mary Hricko
Keyword(s):  
Instructional Design ◽  
Learning Theory ◽  
Teaching Practice ◽  
Learning Theories ◽  
Experimental Psychologist ◽  
Skills Laboratory ◽  
Conditions Of Learning ◽  
American Educator ◽  
The U.S ◽  
Events Of Instruction

Robert Mills Gagne (1916-2002) was an American educator, experimental psychologist, and theorist, whose research led to the development of learning theories on instructional design and effective teaching practice. While serving as the Director of the U.S. Air Force’s Perceptual and Motor Skills Laboratory (1949-58), Gagne conducted a series of studies that culminated into his learning theory: Conditions of Learning. Out of this theory, Gagne formulated a model of direct instruction entitled the “Nine Events of Instruction.”

scholarly journals The Development of Blended Learning Theories of Learning Course for Educational Technology Student in FIP UNY

2019 ◽  
Author(s):  
C Asri Budiningsih ◽  
Haryanto Haryanto ◽  
Sisca Rahmadona
Keyword(s):  
Educational Technology ◽  
Blended Learning ◽  
Learning Model ◽  
Point Of View ◽  
Learning System ◽  
Learning Theories ◽  
Prototype Model ◽  
Global Dynamics ◽  
State University ◽  
Instruction Theory

Education is intended to develop students’ potential ability to respond the emergent local, national, and global phenomenon. However, today’s disruption era has forced educational institutions to better prepare the students in facing the global dynamics. Thus, Educational Technology Department in Faculty of Ilmu Pendidikan UNY (State University of Yogyakarta) attempts to facilitate the students with various abilities to accommodate the needs above. Therefore, this research is aimed to develop Blended Learning learning model which is implemented in Teori Belajar dan Pembelajaran (Learning and Instruction Theory) course. This research adopts procedure of Borg and Gall (1983), learning system design model of C. M. Reigeluth, and combined with E. L. Criswell & Luther model, by; a) conducting preliminary research, b) devising plans, c) developing prototype model, d) testing materials and model experts followed by revisions, e) running user tests, and f) carrying out field experiment. Research produces Blended Learning learning model in Teori Belajar dan Pembelajaran course for undergraduates of Educational TechnologyDepartmentinFacultyofIlmuPendidikanUNYemploying besmart version 2 e-learning owned by UNY. To conclude, Blended Learning has proven feasible to be executed successfully, both from materials and learning media point of view as well as its convenience when used by students.

European Integration

2020 ◽  
Author(s):  
Johann P. Arnason
Keyword(s):  
European Integration ◽  
Eastern European ◽  
The European Union ◽  
Historical Processes ◽  
History Of ◽  
External Conditions ◽  
Eastern European Countries ◽  
Totalitarian Regimes ◽  
The Eu

Different understandings of European integration, its background and present problems are represented in this book, but they share an emphasis on historical processes, geopolitical dynamics and regional diversity. The introduction surveys approaches to the question of European continuities and discontinuities, before going on to an overview of chapters. The following three contributions deal with long-term perspectives, including the question of Europe as a civilisational entity, the civilisational crisis of the twentieth century, marked by wars and totalitarian regimes, and a comparison of the European Union with the Habsburg Empire, with particular emphasis on similar crisis symptoms. The next three chapters discuss various aspects and contexts of the present crisis. Reflections on the Brexit controversy throw light on a longer history of intra-Union rivalry, enduring disputes and changing external conditions. An analysis of efforts to strengthen the EU’s legal and constitutional framework, and of resistances to them, highlights the unfinished agenda of integration. A closer look at the much-disputed Islamic presence in Europe suggests that an interdependent radicalization of Islamism and the European extreme right is a major factor in current political developments. Three concluding chapters adopt specific regional perspectives. Central and Eastern European countries, especially Poland, are following a path that leads to conflicts with dominant orientations of the EU, but this also raises questions about Europe’s future. The record of Scandinavian policies in relation to Europe exemplifies more general problems faced by peripheral regions. Finally, growing dissonances and divergences within the EU may strengthen the case for Eurasian perspectives.

scholarly journals Problem discourse of textbook

Psihologija ◽  
2005 ◽  
Vol 38 (3) ◽  
pp. 225-237
Author(s):  
Jelena Pesic
Keyword(s):  
Scientific Knowledge ◽  
Learning Process ◽  
Learning Material ◽  
Problem Structuring ◽  
Educational Design ◽  
History Of Knowledge ◽  
History Of ◽  
Knowledge Problem

This paper deals with various reasons for treating the problematisation of textbook discourse as an important aspect of its educational design. These reasons are derived from: the nature of learning process, the nature of scientific knowledge and both motivational and cognitive saint achieved through a problematisation of learning material. Implications drawn from these considerations, along with textbook genre possibilities and constrains, lead us to define some basic strategies of textbook discourse problematisation. They refer to: way of presenting knowledge (problem structuring of text, presenting the history of knowledge and different perspectives); use of specific questions and tasks; metacognitive support of the learning process and specific type of textbook language (dialogical problem focused, language of thinking).

scholarly journals THE BODY IN THE HISTORY OF WESTERN EUROPEAN AND RUSSIAN THEATRE: CULTURAL VARIABILITY OF SHAME

Articult ◽  
2021 ◽  
pp. 19-31
Author(s):  
Leila F. Salimova ◽  
◽  
Keyword(s):  
Scientific Knowledge ◽  
Performing Arts ◽  
Point Of View ◽  
The Body ◽  
Ethical Aspect ◽  
Close Relationship ◽  
History Of ◽  
The Spectator ◽  
The Aesthetic ◽  
Considerable Body

Modern scientific knowledge approaches the study of the physical and aesthetic bodies with a considerable body of texts. However, on the territory of the theater, the body is still considered exclusively from the point of view of the actor's artistic tools. Theatrical physicality and the character of physical empathy in the theater are not limited to the boundaries of the performing arts, but exist in close relationship with the visual and empirical experience of the spectator, performer, and director. The aesthetic and ethical aspect of the attitude to the body in the history of theatrical art has repeatedly changed, including under the influence of changing cultural criteria of "shameful". The culmination of the demarcation of theatrical shame, it would seem, should be an act of pure art, independent of the moral restrictions of society. However, the experiments of modern theater continue to face archaic ethical views. The article attempts to understand the cultural variability of such a phenomenon as shame in its historical and cultural extent using examples from theater art from antiquity to the present day.

scholarly journals G. Roerich’s contribution to history of Russian expeditions in Central Asia

2021 ◽  
Vol 13 (2) ◽  
pp. 157-166
Author(s):  
Alla Mihaylovna Shustova
Keyword(s):  
Central Asia ◽  
Scientific Knowledge ◽  
Scientific Heritage ◽  
Central Asian ◽  
Field Investigations ◽  
History Of ◽  
Historical Tradition ◽  
Central Tibet ◽  
Important Basis

The study of G. Roerichs scientific heritage is at its beginning. An important basis of Roerichs many-sided scientific activities were his investigations during the expeditions in Asia. The longest, most dangerous and laborious among them was the Central Asiatic expedition of his father - N.K. Roerich. The goal of this article is to examine G.N. Roerichs activities on every stage of the Central Asiatic expedition, as well as G.N. Roerichs works, publishing the results of the expedition research. G.N. Roerich presented the basic results in his monograph Trails to Inmost Asia: Five years of exploration with the Roerich Central Asian Expedition published in English in USA in 1931. Roerichs description of North and Central Tibet is unique because the theocratic state in Tibet and nomad tribes, which Roerich had observed, are no more existing. Roerichs field investigations continued the historical tradition of Russian expeditions in Central Asia. It extended our scientific knowledge about the insufficiently known regions in Asia.

Sign in / Sign up

Export Citation Format

Share Document