Half a century has passed since educational psychologist Robert Gagné published his influential book, The Conditions of Learning, but his ideas are relevant to online and hybrid learning even today. He presciently wrote, “The real point to be made is that use of a variety of instructional modes is both feasible and potentially effective. . . . What is needed in each case is thoughtful design and management of the learning environment.”

chalkboard, apple, eraser, iPad that says "nine events"Gagné popularized the concept of nine “instructional events.” Each represents a step in the teaching and learning process:

  1. Gain learners’ attention
  2. Inform students of learning objective
  3. Stimulate recall of prior knowledge
  4. Present stimulus material (content)
  5. Provide learning guidance
  6. Elicit performance (practice)
  7. Provide feedback
  8. Assess performance
  9. Enhance retention and transfer

Do you regularly use these steps in your courses? To address this question, you might consider what your students experience as they work through a typical weekly module in one of your Canvas course sites:

     Are they aware of weekly learning outcomes? If not, state them in a weekly overview that serves as the first page in each Canvas module!

     How do you gain their attention? Through video, audio, images, interactivity?

     Do you use your students’ prior knowledge as a scaffold for the learning in your course? In fact, do you make it a point to assess what they know at the outset your course?

     Beyond simply presenting content, how do you provide substantial learning guidance? Do you foster active learning through online interaction student-to-student, student-to-content and student-to-instructor?

     Do you frequently assess performance and provide feedback? Do you use weekly quizzes and/or low-stakes writing or problem-solving exercises?

Ultimately, over the course of a term, have you blazed a trail that fully supports your students’ retention and transfer? If so, bravo!

Additional Resources:

  1. Gagné’s 9 Events Applied to All Courses
  2. Instructional Strategies for Online Classes

And, for a light-hearted view of teaching and learning, here’s a 3-minute video that will definitely gain your attention and may well enhance your retention of this post: Gagné’s 9 Events Featuring Cats

How can we encourage online students to engage with the world? A few Ecampus instructors have found a great way to get their students to go out in their communities, observe, and report back information to the class. How? Field notes. 

What is a field note?  Field notes can contain a variety of information but typically field notes are written out in the field or immediately after stopping the experience.  They contain detailed observations including the dates, times, sights, sounds, smells, weather conditions, who was with you, feelings, drawings, questions that have risen from the experience as well as any other observations.

How did they do it? Lets dive into two different class examples.

Bruce Shindler, a forestry professor here at Oregon State University teaches a course about Managing at the Wildlife-Urban Interface.  Students watch videos from the field and take notes on what they see/hear and begin to answer questions about what they would do, what they think should be done, and what is currently done to manage the Wildlife-Urban Interface.  These experiences are done online, but the field notes from the videos are a great way to have students pay a great deal of attention to the video rather than only listening.

Stephanie Jenkins, a philosophy professor here at Oregon State University teaches a course that requires students to experience a Phish concert either in person or via a live webcast.  Students are required to take field notes for the concerts either while watching online or immediately after a live, in person concert.  Data can include any of the above mentioned items and students are then asked to identify a theme, idea, event, or improvisation that they saw in the concert and found interesting and use that in a written response.  In that response, they are to incorporate the readings from the class and the field notes from their experience.

As you can see, these are two different classes in two different fields that both used the concept of field notes in their courses.  You too can choose the idea of field notes and bring it into your course.  A little bit of innovation and the willingness to try something new is all it takes.

Enjoy and have fun!

What does the latest research say about the most effective approaches to online and blended learning?  Consider adding one or more of these peer-reviewed journals to your summer reading list:

International Review of Research in Open and Distance Learning – The current issue of this twice-a-year journal is a special edition on the hot topic of open educational resources.

Journal of Asynchronous Learning Networks – Articles in the latest issue delve into mobile learning, e-portfolios, and student engagement.  JALN is published by the Sloan Consortium, whose website has a wealth of resources about online and blended learning.

Journal of Interactive Online Learning – Recent articles cover learning analytics as predictive tools, the challenge of establishing a sense of community in an online course, and a comparative study of student performance in online and face-face chemistry courses.

Journal of Online Learning and Teaching – The current issue of JOLT (the best journal acronym here!) includes such diverse topics as instructor-made videos as a tool to scaffold learning, comparative usefulness of web-based tech tools in online teaching, and student perceptions of online discussions.  JOLT is published by MERLOT, the Multimedia Educational Resource for Learning and Online Teaching, a great collection of peer-reviewed open educational materials that could be useful in your online or classroom teaching.