Redesigning Face-to-face into Online Learning for Speaking Competence during COVID-19: ESP for Higher Education in Indonesia

During the time of COVID-19, students should study at home and class is conducted fully online. However, classes in higher education are mostly planned for Face-to-Face (F2F) learning. To deal with the situation, educators seek an alternative learning design to be implemented and it is expected to have either comparable or improved learning outcome. This study describes Online Learning (OL) design which assesses speaking performance in ESP classes. The participants of the study were students year 2019 (N=118) and students year 2020 (N=96) joining English for Electrical Engineering (EEE) which has the same syllabus and learning goal. A proposed Gagne’s Nine Events of Instruction is analyzed, planned, implemented, and assessed its effectiveness of speaking activities which were done in the former-year-class (using F2F method) then applied in current class (using OL method). The result of F2F and Online Learning (OL) outcome were compared. To complete the analysis, a sequence of questionnaire was given to the students. The results indicates that using Gagne’s Nine Events of Instruction, speaking activity in online learning classroom, achieved satisfactory result. Designing OL both synchronous and asynchronous method for speaking is as effective as F2F. This study may open another research prospect on barriers in OL, how to assess speaking performance via online platform, or others.

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

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.

Gagné’s 9 Events of Instruction With Active Learning: Teaching Student Pharmacists How to Measure Blood Pressure

As the scope of practice for pharmacists expands to include rendering physical assessment procedures, colleges and schools of pharmacy are increasingly incorporating various assessment skills into the curriculum. Pharmacy practice faculty are increasingly tasked with teaching and assessing learners on professional competency in entrustable professional activities and skills such as manual blood pressure measurement. Manual measurement using a sphygmomanometer and a stethoscope is considered the gold standard with regard to evaluating blood pressure. As pharmacy faculty begin to develop courses on physical assessment, a step-by-step, evidence-based andragogic/pedagogic method for designing, planning, instructing, and assessing learner proficiency is essential. The principles and techniques of active learning are frequently discussed and increasingly incorporated into the curricular and teaching philosophies of colleges and schools of pharmacy. However, the practical application of andragogic/pedagogic principles toward lesson planning and curation of active learning is infrequently discussed. In this article, we aim to illustrate a deliberate approach to designing and operationalizing active learning for auscultatory manual blood pressure measurement within the framework of Gagné’s 9 events of instruction. For each design and instruction step, we propose user-friendly, high-impact operational practices derived empirically from education science, experience, and observations. Schematically, the approach described is intended to also facilitate instructor metacognition and knowledge building of applied andragogy/pedagogy through pre hoc, ad hoc, and post hoc reflection. Pragmatically, the approach accommodates active learning lesson planning, promotes transparency of teaching and learning, and is generalizable and applicable toward the instruction of various physical assessment procedures within the health professions.

Applying Gagne's Events of Instruction in a Computer-Based Test Preparation Listening Material Design

The advances in computer technology have brought the rise of computer-based instructional materials in many different fields including language learning. With regard to listening skill development, one obvious strength of the computer-based instructional materials is its capability of presenting audio component in various ways to improve students’ listening skill. For students who are preparing themselves to take a standardized test like Test of English as a Foreign Language (TOEFL), the materials can even be designed to provide a high degree of customization that can be geared specifically to meet students’ pace of learning. However, it can be a big challenge to design a computer-based listening material capable of ensuring that learning indeed takes place while the students are using and exploring its contents. This paper aims to propose the application of Gagne's nine events of instruction in a computer-based test preparation listening material design. More specifically, this paper tries to provide guidance in the process of developing the user interface and the content presentation within the material as to match each part of the nine events. It is expected that this strategy will successfully activate the required cognitive process of the students and help them achieve established learning objectives.

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’

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.