briefly describe with your own words the Types of Learning from Table 7.1 A Summary of Gagne's
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briefly describe with your own words the Types of Learning from Table 7.1 A Summary of Gagne's Interpretations of Learning from least to most Complex.
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Conditions-Based Theory 107 Table 7.1 A Summary of Gagne's interpretations of the Types of Learning free Least to Most Complex Gagn (1964) Type of Learning Gagn (1965) Type of Learning Gagn (1972/2000) Domains of Learning Gagn, Briggs, & Wager (1992) Intellectual Skills Commonly in Education and Training Response Learning Chaining Verbal Learning Signal Learning Stimulus Response Learning Chaining Verbal Associations Multiple Discrimination Verbal Information (or Declarative Knowledge, see Gagn, 1984) Intellectual Skills (or Procedural Knowledge, sce Gagn, 1984) Discrimination Cognitive Strategies Concrete Concept Rules and Defined Concepts Higher-Order Rules Problem Solving Concept Learning Principle Learning Problem Solving Concept Learning Principle Learning Problem Solving Motor Skills" Attitudes" Domain outside of the complexity hierarchy indeed he does consider them to be "classes of instructional objectives" (Gagn, 1972/2000, p. 103). They are similar in some ways to Bloom's taxonomy. However, he is still profoundly concerned with how learning occurs and sees these classes of objectives as each having a "different set of critical conditions to insure efficient learning" (Gagn, 1972/2000, p. 103). Thus, each category would be taught in a similar manner regardless of whether one was teaching physics or poetry. In addition, each domain tends to require different ways of assessing the learning outcomes, again similar to Bloom. Gagn went on to expand the intellectual skill domain. Ultimately, he saw the intel- lectual skills (also arranged in a simple to complex fashion) as being discriminations, concrete concepts, rules and defined concepts, higher-order rules, and problem solving (Gagn, Briggs, & Wager, 1992). This classification system drew from his early identifi cation of types of learning. Gagne's thinking about the types of learning has greatly influenced ID practice. Classifying the learning task is one of the first steps designers typically take. This decision then provides direction for many subsequent design steps, especially strategy selection. Gagne's position on types of learning also establishes his conviction that there are gen- eral types of learning that cut across all disciplines; there are not types of science learning or mathematics learning, for example (Gagn, 1984). This assumption suggests that ID itself is a generic process that can be applied to all disciplines. Conditions-Based Theory 107 Table 7.1 A Summary of Gagne's interpretations of the Types of Learning free Least to Most Complex Gagn (1964) Type of Learning Gagn (1965) Type of Learning Gagn (1972/2000) Domains of Learning Gagn, Briggs, & Wager (1992) Intellectual Skills Commonly in Education and Training Response Learning Chaining Verbal Learning Signal Learning Stimulus Response Learning Chaining Verbal Associations Multiple Discrimination Verbal Information (or Declarative Knowledge, see Gagn, 1984) Intellectual Skills (or Procedural Knowledge, sce Gagn, 1984) Discrimination Cognitive Strategies Concrete Concept Rules and Defined Concepts Higher-Order Rules Problem Solving Concept Learning Principle Learning Problem Solving Concept Learning Principle Learning Problem Solving Motor Skills" Attitudes" Domain outside of the complexity hierarchy indeed he does consider them to be "classes of instructional objectives" (Gagn, 1972/2000, p. 103). They are similar in some ways to Bloom's taxonomy. However, he is still profoundly concerned with how learning occurs and sees these classes of objectives as each having a "different set of critical conditions to insure efficient learning" (Gagn, 1972/2000, p. 103). Thus, each category would be taught in a similar manner regardless of whether one was teaching physics or poetry. In addition, each domain tends to require different ways of assessing the learning outcomes, again similar to Bloom. Gagn went on to expand the intellectual skill domain. Ultimately, he saw the intel- lectual skills (also arranged in a simple to complex fashion) as being discriminations, concrete concepts, rules and defined concepts, higher-order rules, and problem solving (Gagn, Briggs, & Wager, 1992). This classification system drew from his early identifi cation of types of learning. Gagne's thinking about the types of learning has greatly influenced ID practice. Classifying the learning task is one of the first steps designers typically take. This decision then provides direction for many subsequent design steps, especially strategy selection. Gagne's position on types of learning also establishes his conviction that there are gen- eral types of learning that cut across all disciplines; there are not types of science learning or mathematics learning, for example (Gagn, 1984). This assumption suggests that ID itself is a generic process that can be applied to all disciplines.
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