Gagne’s Instructional Sequence for Podcast Learning Module

The following instructional design strategy is based on Gagné’s (1985) nine events of instruction in which he provided a format for designing effective training by correlating internal cognitive processes with that of external instructional activities. Many K-12 school systems utilize his sequence of instructional events as a framework for lesson planning. I have previously blogged about Gagné’s work. These are

Application of Gagne’s 9 Events of Instruction to WDE Gaming

Application of Gagné’s Nine Events of Instruction to Well Designed Educational (WDE) Gaming  (This chart was published in my dissertation. See references below.) Gagné’s Nine Events of Instruction (1985) Comparison to WDE Gaming (Adapted from Becker, 2008 and Van Eck, 2006) Mental Processes (Gagné & Driscoll, 1988) Gain attention Capture attention with movement, scenes, sounds, speech, and health status updates

The Neuroscience of Learning

Neuroscience has the potential to prove and disprove existing educational learning theories, as well as identify learning disabilities. It will eventually lead to new discoveries and clearer explanations about the internal processes of the brain/mind. Hopefully, this information will make its way into educational textbooks and school curriculum. It already has determined many specific functions of the brain and aspects

What Educators Need to Know about Working Memory

#455441369 / gettyimages.com   Working memory is a process in the brain where meaning is constructed from information received and potential self-regulation of memory occurs. It also serves as a temporary storage device. Working memory is limited to the amount of information it can hold and the duration it can remember. According to Miller (1956), humans are capable of remembering

Instructional Design for Human Learning: The Basics

The information processing theory explains how humans perceive, internalize, and remember information. The Atkinson and Shriffin’s (1968) information processing model included three systems: sensory memory, short-term memory, and long-term memory. This was a linear process, which has since been replaced with the nonlinear working memory model (Baddeley & Hitch, 1974) and other connectionist processes that align with current cognitive neuroscience