6

Here is a link to the published journal and article

Using Gagne’s Nine Events and Principles of Multimedia Learning in Computer Based Instruction
Tom Baynes, Travis Beatty, and Nikki Strawn

Baynes, T., Beatty, T., & Strawn, N. (2017). Using Gagne’s Nine Events and Principles of Multimedia Learning in Computer Based Instruction. Journal of Training, Design, and Technology, 1(1), 37-44.

Introduction

In today’s technology abundant world, computer-based instruction may seem practical and necessary when delivering instruction. However, the use of the computer technology alone is not what achieves effective student learning and motivation. It is the instructional design and learning principles used by instructional designers that determine the learning success of computer-based instruction. 

Computer-based instruction is defined as the use of computer technology in the delivery of instruction. The most common uses for computer-based instruction include simulations, tutorials, drill and practice, instructional games and problem solving. Often computer-based instruction is used because it is highly interactive, motivates learners, can be adjusted depending on the level of the learner and provides immediate feedback. Also, it can serve as a repository to store learner performance outcomes for future analysis, reference and modification from both instructor and student. CBI typically requires less time than traditional instructional methods even though it involves dynamic processes and uses multiple forms of presentation. (Pappas, 2014)

Computer-based instruction allows for more learner control, schedule flexibility and convenience, however, a disadvantage for the learner may be lack of interpersonal contact and interaction with other employees. Also learners who are not computer literate may have difficulties using the technology.  For an organization, computer based instruction may be costly up front to develop. However, as Saks & Haccoun (2011) state, “although the cost to design and develop computer-based training is considerably higher than traditional classroom training, once a program has been developed there is the potential for considerable cost savings given the elimination of variable costs such as travel, lodging, meals, materials and instructor’s salaries.”

Creating effective computer-based instruction requires knowledge of instructional design models, learning theories and multimedia learning principles. If one uses computer technology to deliver instruction without the guidance of these tools, learners are simply using a computer and are not engaging in computer-based instruction. Instructional design models “provide a systematic approach (or plan) for crafting effective and efficient training solutions that meet organizational and individual needs.”(Sink, 2014)  Learning theories are applied within the design phase of instructional design models and give rise to learning strategies, tactics, experiences and learning environments used in the computer-based instruction. Multimedia learning principles are also applied within the design phase and are concepts that guide multimedia design to be consistent with how the human mind works and with research based principles. (Harvard, 2014)

When designing a computer-based new hire training module for “School District A”, an instructional design team begins with using the ADDIE instructional design model.  In the analysis phase, the team completes a needs analysis, learner analysis, context analysis, and content analysis to help develop a content outline and learning objectives to guide the design phase. In the analysis phase it was determined that “School District A” has a district-wide teacher orientation for its newly hired county employees. However, many individual schools within “School District A” do not have such an orientation that is specific to their school. Effective new teacher orientation is crucial in recruiting, training and retaining new teachers in a school. A study found that when administrators offer high-quality onboarding programs along with district orientation, the retention rate of new teachers was over 93%. Several schools in “School District A” have an above state average turnover rate for teachers as well as a higher percentage of new teachers than most high schools in the state. Creating an effective computer based new-teacher orientation would help instill effective teacher cultivation strategies and would ensure newly hired teachers have the information they need. This would aid in establishing teachers that feel informed and supported throughout the school year and would increase the likelihood of retaining new teachers.

The instructional design team chose an early college school in “School District A” to create a computer-based new hire orientation module. “Early College A” is less than 10 years old and is a non-traditional school that is geared toward low-income, first generation students. Early College A affords students an opportunity to earn a high school diploma as well as an Associate's Degree. Due to the unique purpose of the school, teachers at “Early College A” have a variety of non-traditional roles and expectations to uphold. Coming on board as a new teacher with no prior early college experience can be even more daunting and overwhelming than what a teacher may experience at a traditional school. “Early College A” has a small staff of 9 teachers, a principal, a program coordinator, a school counselor, a school social worker, a college liaison and a career development coordinator. They serve approximately 200 students in grades 9-13. They offer a rigorous yet supportive program where students take all high school honor level classes and choose from over 22 College Transfer Associate Degree Programs or 35 Associate in Applied Science Degrees.  Being a newly established non-traditional school, teacher turnover rate for “Early College A” is above the state average rate. They also have higher percentage of new teachers than most high schools in the district and the state. Having a small staff proves to be a challenge in providing adequate onboarding preparation and knowledge for their new hires. Having a CBI new hire orientation that effectively explains and prepares new hires for their many roles and expectations at “Early College A” will help alleviate these onboarding and retention issues. The instructional design team worked closely with the staff of “Early College A” to create the following outline of information to be included in the CBI new hire orientation:

“Early College A” New Hire Orientation CBI Outline:  

●        Module 1: All About “Early College A”

a.      Mission, values and goals

b.      Student and Staff demographics

c.      Location

d.      School Culture

e.      Daily Schedule & Master Schedule

f.       Curriculums offered

g.     Services Available to Students

●       Module 2: District Orientation Review

a.      Benefits

b.      Leave Procedures

c.      FAQ

●       Module 3: Technology Orientation

a.      Authorized Use Policy

b.      Laptop / IPad

c.      Claim Account

d.      PowerSchool

e.      Gmail

f.       ED Cloud

g.     Teacher Webpages (Google Sites)

h.      Photocopier Login and usage

●       Module 4: Go to People

a.      Early College 

b.      Community College

●       Module 5: Administrator Expectations

a.      New Schools Common Instructional Framework

b.      IEP/504/MTSS

c.      STAE Advisory Class

d.      Classroom Management policies

e.      Field Trip Policies

f.       Clubs

g.     Professional Development

h.      Extra Duties

●       Module 6: School Building & Supplies

a.      School Layout (Bathrooms, teacher lounge, administrative offices, downtown campus, north campus)

b.      Parking

c.      Keys

d.      Instructional Supplies vs Technology Supplies

e.      Classroom Supply Orders

The instructional design team determined that recently hired teachers at “Early College A” are target learners for this computer-based instruction. These recently hired teachers are inundated with large amounts of information without the opportunity to properly utilize that information in a timely manner. A computer-based orientation program would act as a repository that would provide teachers with all of the information that they need in a single location and could be accessed throughout their first years for support. The CBI orientation program would also serve as an accountability mechanism for administrators to ensure new hires have effectively learned the necessary school logistics, instructional goals and administrator expectations to effectively teach at their school. Having a computer-based orientation program would also help alleviate some of the stress placed on current employees to help the newly hired teachers acclimate to the school in a timely manner. This is especially true if new hires are hired in the middle of the school year. In addition to the current employees at the school, the orientation program would serve as a virtual aid to the new hire. Because the orientation program would be computer based, the new hire would have the opportunity to learn about the school and feel supported before they ever actually enter the school. 

Below are examples of learning objectives and test items developed by the instructional design team proceeding from the analysis phase:

❖      Objective: Newly hired teachers will be able to answer correctly with 100% accuracy questions about the Authorized Use Policy:

➢      Sample test item: Students are not allowed access to: A. The secure network B. Administration computers C. The shared folders D. The iPads

❖      Objective: Newly hired teachers will be able to identify and define the key technology resources available at their school with 90% accuracy:

➢      Sample Test Item: What is the name of the student information system that the school uses for maintaining student grades, schedules and records? A. NCWise   B. PowerSchool C. Excel D. Learning Tools Inc.

With the conclusion of the analysis phase and establishment of learning objectives, the design phase is initiated. In the design phase, the instructional design team incorporates “Gagné’s Nine Events” learning theory and various multimedia learning principles to aid in the development of the CBI new hire modules. Robert Gagné, a founding father in the field of instructional design, developed nine conditions of learning, which are instructional events that should be used in every complete act of learning. The conditions of learning are:
            1. Gain the learner's’ attention.
            2. Share the objectives of the session.
            3. Ask learners to recall prior learning.
            4. Deliver the content.
            5. Use methods to enhance understanding, for example, case studies, examples, figures.
            6. Provide an opportunity to practice.
            7. Provide feedback.
            8. Assess performance.
            9. Provide job aids or references to ensure transfer to the job.

The table below shows the nine events and examples of how the instructional design team includes each event in Module 3: Technology Orientation of the CBI new hire program.

Gagné’s Nine Events	Application
1. Gain the learner’s attention	The CBI module begins with an engaging video designed to grab the learners attention
2.  Share the objectives of the session	After the video plays the objectives are explained with narration accompanied by visual text
3.  Ask learners to recall prior learning	Learners are asked to review the AUP and then recall the information contained within
4. Deliver the content	The content is provided via clickable links and visual aids along with narration
5. Use methods to enhance understanding	Quiz questions are designed specifically to ensure the learner achieves the objectives
6.  Provide an opportunity to practice	Learners are able to take the quiz as many times as needed and can access learning materials at any time
7.Provide feedback	Learners experience on-screen feedback after every quiz question and are provided with a scorecard upon completion of the quiz
8.  Assess performance	Learners take a quiz on the AUP and facilitators are able to track quiz grades to ensure the CBI is effective
9.  Provide job aids or references to ensure transfer to the job	Learning materials and personnel support are available after the learner completes the module. The learner is able to print the AUP for their classroom as desired or access it electronically.

To improve the CBI, the design team concludes the following instructional design changes would be made to better follow Gagné’s Nine Events and better support learner understanding.

Gagné’s Nine Events	Improved Applications
3.   Ask learners to recall prior learning	Relate signing the AUP to signing a rental lease to an apartment. Have users recall the terms of a rental lease, the purpose of the lease and what would happen if they broke the lease. Compare this to the AUP and using the county internet.
4.   Deliver the content	Chunk the AUP into sections instead of just one document. Present technical jargon of the AUP as vocabulary terms and provide examples.
5.  Use methods to enhance understanding	Provide real world examples of AUP violations and AUP obedience for each chunked section of the AUP
6.   Provide an opportunity to practice	Provide several sample scenarios of employee internet usage and have learners determine if it is a violation of the AUP or in agreement with the AUP to practice applying AUP policy.
7.   Provide feedback	Provide on-screen feedback after each scenario explaining to the learner reasons for it being classified as a violation or as an agreement with the AUP.

In addition to Gagné’s nine events, the instructional design team also implements several principles of multimedia learning. The signaling principle, segmenting principle, spatial contiguity principles, personalization principle, and the voice principle are all incorporated.  The signaling principle states that people learn better when cues that highlight the organization of the essential material are added. In the screenshot below, the use of arrows that coincide with the on screen narration are used to highlight the concept for the learner.

In addition to the arrows, the instructional design team timed the animation of text to coincide with the narration to signal important information that the learner should be extracting from the narrator. This serves as a mental cue for the learner for the learning topic being presented. Other examples of signaling include using an outline, headings, highlighting, underlining and pointer words. The signaling principle is best used with low knowledge learners or for complex material and should be used sparingly rather than excessively. (Mayer & Fiorella, in press)

The segmenting principle states people learn better from a multimedia lesson that is presented in user-paced segments rather than as a continuous unit.  By providing users with a toolbar at the bottom of each segment, the training module provides the user freedom to move back to a previous section, play and pause the audio accompaniment at will and move on to the next segment when ready. The menu button also allows the user to move in between sections or return to sections at a later date. Segmenting allows learners to fully process one step before having to move onto the next step therefore it has stronger effects for low achieving learners. Also segmenting may have stronger effects for learners with low rather than higher working memory capacity. (Mayer & Pilegard, in press)

The spatial contiguity principle states that people learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen. When designing the toolbar and menus, the design team paid special attention to the layout and proximity of each element to be sure not to separate adjoined information. This provides an easy to navigate learning experience for the user. Spatial contiguity principle is best used for low prior knowledge learners, non-redundant text and pictures, complex lessons, and interactive formats. (Mayer & Fiorella, in press)

The personalization principle states people learn better from multimedia lessons when words are in conversational style rather than formal style. In the planning of the on-screen instruction the instructional design team kept the text simple and focused. In the planning for the narration the design team kept the script simple yet comprehensive. For both the on screen text and narration the instructional design team was mindful in keeping jargon and technical terms to a minimum. According to Mayer, the rationale for using conversational style is that “it can prime a sense of social presence in the learner, which causes the learner to try harder to make sense of what the instructor is saying by engaging in appropriate cognitive processing during learning, leading to learning outcomes that are better able to support problem-solving transfer.” (Mayer, 2015)  Mayer (2015) also notes that the personalization principle may not apply for high-achieving students or long lessons.

The voice principle states people learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine voice. When choosing a narrator the instructional design team focused on a pleasant tone that would appeal to the learner. The narrator’s voice contains both a positive tone and pace. The narrator is upbeat and inspires a feeling of helpfulness. In combination these factors contribute to a positive learning experience. Research shows that the voice principle may not apply when there are negative social cues such as low embodiment or lack of human-like gesturing. (Mayer, Sobko & Mautone, 2003)

Utilizing a learning theory in collaboration with multimedia principles when designing computer-based instruction increases the learner’s ability to understand and retain the information presented. Approaching the instruction from the learner’s perspective of understanding and delivering it via a process designed to attract and engage the learner’s attention and aid in the retention of information, creates an optimal computer-based learning environment that will impact learning systematically and systemically. By applying “Gagné’s Nine Events” learning theory and the various multimedia principles to the new hire orientation for “Early College A”, the goal of providing high quality onboarding training and addressing the organizational issues of teacher retention is aided.

References

Harvard Initiative for Learning & Teaching. (2014, July 8). Principles for Multimedia Learning                             with Richard E. Mayer [Web log post]. Retrieved April 20, 2017, from                                          http://hilt.harvard.edu/blog/principles-multimedia-learning-richard-e-mayer                                                                                                                                                              Mayer,  R. E. (2009). Multimedia learning (2nd ed).New York: Cambridge University Press.

Mayer,  R. E. (2011). Applying the science of learning. Upper Saddle River, NJ: Pearson.

Mayer,  R. E. (in press-a). Cognitive theory of multimedia learning.In R.E. Mayer (Ed.),                                           The Cambridge handbook of multimedia learning. New York: Cambridge University                            Press.

Mayer, R. E. (2015, July 21). Research-based principles for designing multimedia
            instruction. Retrieved April 18, 2017 from HILT: Harvard Initiative for Teaching &                         Learning: http://hilt.harvard.edu/files/hilt/files/background_reading.pdf 

Mayer,  R. E. (in press-b). Principles based on social     cues: Personalization,   voice, image, and                   embodiment principles. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia                     learning. New York: Cambridge University Press.

Mayer, R. E., Fennell, S., Farmer, L., & Campbell, J. (2004). A personalization effect in                                              multimedia learning: Students learn better when words are in conversational style rather                 than  formal style. Journal of Educational Psychology, 96, 389-395. 

Mayer,  R. E., & Fiorella, L. (in press). Principles for reducing extraneous processing in                                        multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal                                                                         contiguity  principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia                  learning. New York: Cambridge University Press.

Mayer, R. E., & Pilegard, C. (in press). Principles for managing essential processing in                          multimedia learning: Segmenting, pretraining, and modality principles. In R.E. Mayer                 (Ed.), The Cambridge handbook of multimedia learning. New York: Cambridge University Press.

Mayer,  R. E., Sobko, K., & Mautone, P. D. (2003). Social cues in multimedia learning: Role                        of speaker's voice. Journal of Educational Psychology, 95, 419-425.

Pappas, C. (2016, March 16). Instructional Design Models and Theories: Computer-Based                            Instruction Theory. Retrieved April 20, 2017, from                                                                   https://elearningindustry.com/computer-based-instruction-theory

Saks, A. M., & Haccoun R. R. (2011). Managing Performance Through Training and                              Development: Fifth Edition. Nelson Education Press.

Sink, D. L. (2014). Chapter 11 Design Models and Learning Theories for Adults.                                     In ASTD handbook: the definitive reference for training & development. Alexandria, VA: ASTD Press.