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Gagne's Nine Events of Instruction: 3 - Stimulate Recall of Prior Learning

1/23/2019

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by J. Clark Gardner - EdTech Dojo co-curator
The third installment in my series of videos about Gagne's Nine Events of Instruction.
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Gagne's 9 Events of Instruction: 2 - Inform Learners of Objectives

1/17/2019

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J. Clark Gardner - EdTech Dojo co-curator
Second installment in my new video series on Gagne's Nine Event's of Instruction!
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Why Human Performance Technology is Important to Learning Professionals

1/9/2019

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by Dr. Joel Gardner, EdTech Dojo co-curator
​
Joel explains why human performance technology is important to learning professionals.
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Gagne's 9 Events of Instruction: 1 - Gain Attention

1/7/2019

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by J. Clark - EdTech Dojo co-curator

I've created a series of short videos outlining Gagne's Nine Events of Instruction! This is for Event 1: Gain Attention.
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Build Learning Games in KAHOOT!

3/30/2017

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My colleague Karen Teeley showed me how to use KAHOOT! in a conference today! I very much recommend using this free, fun learning game to encourage study and participation in your classroom!
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Joel's Bailey Award Acceptance Speech

2/28/2014

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Not too long a go, our own Joel Gardner received the Robert L. Bailey Graduate Teaching Award at Franklin University. This a video of his comments upon receiving the award at Franklin's graduation in May 2013.
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Tell, Show, Do and Apply: The Anatomy of Good Instruction

7/18/2013

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by Dr. Joel Gardner, EdTech Dojo co-curator

There are a lot of opinions about how to design quality instruction. New technologies, theories, and processes are continually created and touted as the next greatest thing for instructional designers. And while these new technologies can be powerful, there are a few key instructional strategies that must be implemented to maximize learning effectiveness.

These principles have consistently been shown to increase learning and engagement, but often instructional designers become enamored by the new technologies and fail to implement these strategies effectively. In this post, we will describe these strategies and show how you can use them effectively in your design.

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We can categorize all instructional activities into two basic categories:
  1. Stuff that the Instruction or Instructor does, and
  2. Stuff that the Learner does. Within these categories there are four basic strategies for creating excellent instruction: tell, show, do, and apply.

The Four Basic Strategies for Creating Excellent Instruction

  1. Tell. The first component of good instruction is the Tell strategy. This is the strategy used to provide the learner with key information related to their learning. Facts, concepts, rules, and procedures can all be conveyed using the Tell strategy. For example, if you were designing instruction to teach customer service representatives how to offer a new product to their existing customers, you would tell them the specific steps they would go through to offer the product and even show a visual outline of the steps.

  2. Show. The second component of good instruction is the Show strategy. This is the strategy used to demonstrate examples of what you want to teach. In the customer service example, you would show a variety of real examples of an agent offering the product to the learner. You would probably show "non-examples" as well- examples of what not to do when offering the products. These examples will help the learner see how the information you told them is applied.

  3. Do. After providing a variety of examples, you should provide your learners with the opportunity to Do what you have taught them. In the customer service example, the learners take several calls with actual customers and offer them the product. Trainers and managers listen in on these calls and provide the learners with feedback and guidance. It is important that learners be given plenty of feedback as they apply what they have learned so that they can improve their skills and abilities. As in this example, the is application of the new knowledge should replicate the real-world environment as much as possible to make the learning experience authentic and engaging.

  4. Apply. The final component is Apply. In this step, learners plan out how they will apply their knowledge in their own environments. In the customer service example, the learners plan out their own personalized scripts for specific situations and set goals for offering and selling products to their clients.

These basic strategies align with several known theories of instruction. For example, they support Merrill's First Principles of Instruction, a well-known theory of instruction that is based on extensive research. Gagne's 9 Events of Instruction also align well with these strategies.

The next time you design a piece of instruction, ask yourself how well you are using these strategies. If you will conscientiously apply them, you will find increased student learning and instructional design effectiveness.


This article was originally posted at elearningindustry.com.
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The Six Qualities of a Good Online Instructor

7/2/2013

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by J. Clark Gardner, EdTech Dojo co-curator

What does it take to be a good online instructor? There are definitely qualities and abilities in instructors that truly empower students to have a rich online learning experience. I've boiled it down to a list of six qualities. These can be helpful to review if you are an online instructor yourself, or if you are helping faculty develop good online teaching skills.

1. A good online instructor is comfortable with technology.

You don’t have to be an expert. You just have to be comfortable with the idea of technology, and willing to get your feet wet.

2. A good online instructor clearly articulates expectations for students.

Students know how to act and what is expected of them in a classroom. In an online class, you have to spell it out for them. Be clear about what kind of behavior and participation you expect in order for them to succeed.

3. A good online instructor guides learners through student-led activities.

Online learning requires students to lead themselves through the content. It is up to you to create instruction and activities that empower them to do so.

4. A good online instructor responds to students’ needs in a timely way.

This does not mean you have to be online 24/7, answering emails and questions the minute they come in. But it just means you are consistent, you have a pattern, and your students can count on hearing back from you in a reasonable amount of time.

5. A good online instructor manages time efficiently.

Teaching online brings flexibility, but also requires discipline. Setting aside time to work on your course and keep up with feedback ensures that time won’t get away from you.

6. A good online instructor is willing to do it all over again.

Experienced authors say there is no such thing as good writing, just good rewriting. The same could be said about online course development. You’ll do everything you can to make it good the first time. Then, you’ll take what you learned and make it great the next time. Good curriculum design is an iterative process.

Think about these qualities, and how you can maintain the ones that you feel are your strengths, and improve on those that are more of a challenge. Doing so will definitely improve the courses you are involved with and create an even more rewarding experience for your students.


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Task-Centered Learning vs. Problem-based Learning

6/28/2013

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by Dr. Joel Gardner, EdTech Dojo co-curator

What is Task-Centered Learning? What is Problem-based Learning? How are the two approaches similar and how are they different?

To help provide some clarity on the differences between these two influential approaches to instructional design, my colleague Dr. Greg Francom and I recently wrote and published an article in EdTech Magazine. Our purpose is to helps instructional designers and teachers see the merits and strengths of each of these approaches while understanding the differences. You can also click here to access a pre-publication draft of the article.
Francom, G., Gardner, J. (2013). How task-centered learning differs from problem-based learning: Epistemologies, influences, goals, and prescriptions. Educational Technology Magazine, 53(3), pp. 33-38.
This article is a really good introduction to these influential theories and should be useful to instructional design students learning about the many approaches to instructional design. It can also be used in an introductory course for that same purpose. Thanks to Dr. Greg Francom for inviting me to assist in the writing of this article - he is an excellent scholar, a good writer, and a good friend.
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What is Human Performance Technology?

6/18/2013

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by Dr. Joel Gardner, EdTech Dojo co-curator
In the world of educational technology, we tend to focus on instruction and technology as tools for increasing knowledge. However, in many organizations, there is a need to improve performance as well as learning. The field of human performance technology focuses on using a variety of tools for improving performance. Unfortunately, this field can be difficult to describe. In this new video, I explain briefly what human performance technology is.
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