Designing learning activities for diverse learners can be difficult. Catering to individual learning styles can be tricky if instructors are burdened with strict financial budgets, inadequate time, lack of resources and/or little administration support. Nevertheless, competent and creative educators have the ability to teach and design learning activities in spite of whatever finances, support, time, and resources are available.
Application
· Intellectual- Gagné suggest educators should engage in prerequisite learning; find out what the student already knows. How prepared is the learner? Prerequisite knowledge is an integral component to instructional design(Gagne, 1980).
· Information/Verbal- Take prerequisite knowledge and build upon it. This application requires the use of recall (Gagne, 1980). Have students recall information in discussion boards, verbal quizzes, projects and assignments.
· Cognitive- After recall, take what is known and apply it to developing problem solving, critical thinking, clinical reasoning, justifying interventions, or interpreting clinical findings (Gagné, 1980). Strategies for problem solving, clinical reasoning, etc. can also be discovered and by the learner (Gangé, 1980). The instructor can provide opportunities for role-play or simulations. Afterward provide time for debriefing and reflection to allow the learner time to process the activity, deduce reasoning, and formulate better interventions.
· Attitudes- Attitudes are inferred internal states; they influence behavior(Gagné, 1984). This outcome can be achieved by having the student reflect on their attitudes regarding patient care, specific diseases, or cultural biases; having insight on how they feel can guide positive behavior.
· Motor- Performances are based on the ownership of learned skills (Gangé, 1984). Provide learners with the opportunity to perform skills in a safe environment before actual clinical experience.
Impact
· Students actively pursue their learning while educators act as a guide to facilitate learning (Tse-Kian Neo, Neo, & Soo-Phing Teoh, 2010).
· Multimedia images i.e. videos or graphics where students were able to see examples of principles taught were favorable and highly supported in student feedback surveys (Tse-Kian Neo et al., 2010).
· Students regarded educators as important links in their learning process; they saw educators as guidance leaders that assisted in their learning (Tse-Kian Neo et al., 2010).
· Researchers of one study concluded that self-confidence in performing clinical skills were improved after incorporating Gagné’s 9 Events of Instruction (Thomas, 2012).
· Instructional designers did not see a difference in the amount of time that was dedicated to incorporate changes nor were the changes adopting Gagné’s events difficult to implement (Thomas, 2012).
· “Educationally structured workshops were enjoyed more by the students, boosted their motivation and expedited their acquisition of proficiency in the skill" (Thomas, 2012, p. 141).
Application
· Intellectual- Gagné suggest educators should engage in prerequisite learning; find out what the student already knows. How prepared is the learner? Prerequisite knowledge is an integral component to instructional design(Gagne, 1980).
· Information/Verbal- Take prerequisite knowledge and build upon it. This application requires the use of recall (Gagne, 1980). Have students recall information in discussion boards, verbal quizzes, projects and assignments.
· Cognitive- After recall, take what is known and apply it to developing problem solving, critical thinking, clinical reasoning, justifying interventions, or interpreting clinical findings (Gagné, 1980). Strategies for problem solving, clinical reasoning, etc. can also be discovered and by the learner (Gangé, 1980). The instructor can provide opportunities for role-play or simulations. Afterward provide time for debriefing and reflection to allow the learner time to process the activity, deduce reasoning, and formulate better interventions.
· Attitudes- Attitudes are inferred internal states; they influence behavior(Gagné, 1984). This outcome can be achieved by having the student reflect on their attitudes regarding patient care, specific diseases, or cultural biases; having insight on how they feel can guide positive behavior.
· Motor- Performances are based on the ownership of learned skills (Gangé, 1984). Provide learners with the opportunity to perform skills in a safe environment before actual clinical experience.
Impact
· Students actively pursue their learning while educators act as a guide to facilitate learning (Tse-Kian Neo, Neo, & Soo-Phing Teoh, 2010).
· Multimedia images i.e. videos or graphics where students were able to see examples of principles taught were favorable and highly supported in student feedback surveys (Tse-Kian Neo et al., 2010).
· Students regarded educators as important links in their learning process; they saw educators as guidance leaders that assisted in their learning (Tse-Kian Neo et al., 2010).
· Researchers of one study concluded that self-confidence in performing clinical skills were improved after incorporating Gagné’s 9 Events of Instruction (Thomas, 2012).
· Instructional designers did not see a difference in the amount of time that was dedicated to incorporate changes nor were the changes adopting Gagné’s events difficult to implement (Thomas, 2012).
· “Educationally structured workshops were enjoyed more by the students, boosted their motivation and expedited their acquisition of proficiency in the skill" (Thomas, 2012, p. 141).