Critique
and Compare Instructional Design Models:
Gagne’s
Nine Elements of Instructional Design vs. Merrill’s First Principles of
Instruction
Gagne’s Nine Events of
Instruction
Gagne’s Nine Events of Instruction
(GNEI) is a pointed progressive outline of how to maximize learning by
developing instructional design to identified mental conditions – Gaining
Attention (Reception); Informing Learners of Objective; Stimulating Recall of
Prior Learning; Presenting the Stimulus (Self Perception); Providing Learning
Guidance (Practice); Eliciting Performance (Responding); Providing Feedback
(Reinforcement); Assessing Performance (Retrieval); and Enhancing Retention
& Transfer (Generalization).
Each of the nine events is easy
for the learner to comprehend and for the instructor to act upon as this Chalk
Square Media You Tube video demonstrates.
Merrill’s First Principles of
Instruction
The image for Merrill’s First
Principles of Instruction (MFPI) represented in the Canvas learning module best
visualize how the Problem principle
takes center stage to the four equally important side stages -Activation, Demonstration, Application,
and Integration – each principal
building upon the previous while resolving the training issue in the core Problem principal.
The difference in my mental
version of the referenced image is the four side principles revolve around the
lead principal (see Figure 1.1). This
visual demonstrates how MFPI instructional design can move with ease from Problem, to Activation, to Demonstration,
to Application, to Integration.
Figure 1.1 Merrill’s First Principles
of Instruction Revolving Stage Industrial Design Plan
This You Tube video by Hugh
McCutchen offers a fun review of MFPI.
Both Gagne’s Nine Events of
Instruction and Merrill’s First Principles of Instruction are similar in making
certain the Learner knows the:
Ø Objective
of the training
Ø Utilization
of prior knowledge
Ø Providing
learner guidance
Ø Practice
and/or apply learning
Ø Transfer
learning to real world contexts
The most notable difference
between the two instructional design models is really none at all considering
Merrill’s First Principles is a concise version of Gagne’s Nine Events
resulting in the same projected outcomes (Figure 1.2). Similarities are highlighted yellow.
|
GNEI Event
|
GNEI Learning
|
MFPI Principle
|
GNEI & MFPI
Learning
|
|||
|
Gaining Attention (Reception)
|
GNEI gains attention to the task with a live demonstration
of chemical mixing to purify drinking water.
|
|
|
|||
|
Informing
Learners of Objective (Expectancy)
|
|
Problem
and task centered
|
Takes the problem or task of a chemical operator – and
makes clear Learner expectations are to become highly skilled chemical
operators.
Attainment of problem/task is outlined in 3 components: (1)
3-years of course study, (2) hands on laboratory, and (3) production floor
on-the-job learning.
Combination of the 3 components will result in the
successful development of a chemical operator.
|
|||
|
Stimulating
Recall of Prior Learning
|
|
Activation
|
This specific training program is targeted to those with
interest in chemical sciences. Thus
instruction is designed to utilize existing knowledge in chemistry and
advanced math.
Because existing knowledge is tapped the Learners
confidence in his/her ability to successfully master the task is elevated.
|
|||
|
Presenting
the Stimulus (Self Perception)
Providing
Learning Guidance (Practice)
|
|
Demonstration
|
Development of practical and theoretical knowledge is
equally weighted in this 3 component learning model.
Learners work side-by-side with training mentors to build
upon their current knowledge base.
|
|||
|
Eliciting
Performance (Responding)
Providing
Feedback (Reinforcement)
Assessing
Performance (Retrieval)
|
|
Application
|
Course study and on-the-job learning are purposely woven
together in this model to enable Learners to practice and master what they
learn.
The Learner continually has the opportunity to practice
what is learned and to receive feedback on their performance.
|
|||
|
Enhancing
Retention & Transfer
|
|
Integration
|
Training is 100% designed to give Learners the opportunity
to transfer all they have learned to the environment in which they work as
chemical operators.
Learners are also given the opportunity to create and
defend and original work process that could become a new best practice.
|
