 Hello, I welcome you all once again to my channel, Explore Education, I'm Dr. Rashmi Singh, Assistant Professor in the Department of Education, at this Khanna Girls from the College, University of Allahabad. And this time, I'm going to discuss with you all a very important theory of learning that is Robert Gagnes, yeah, you can say Robert Gagnes theory of learning. And the lecture will be in bilingual mode, and it must be useful for your various conceptual clarifications, as well as for your teaching examinations, competitive examinations, and for your regular BA, BA, regular BA MA and professional BA debacle. Okay, so let's start, first of all, Robert Gagnes, look at Robert Gagnes, we get to study in educational technology and psychology, and often we don't get to know him in totality, because we can't understand what Robert Gagnes has said, conditions of learning, events of instruction, types of learning, hierarchy of learning, learning outcome. So you have to go in totality to know Robert Gagnes, so it's very interesting to know him. And it's very important, we get to know him very well. So let's start with Robert M. Gagnes published the first edition of the conditions of learning in 1965, and the fourth edition in 1985. In that time, the theory evolved significantly from one that was extensively behavioral to one that is now pre-dominant in cognitive nature. Look, you know that when we study theories of learning, we go towards the most cognitive theories. So Robert Gagnes also started his conditions of learning in the first edition of the course, and he was very interested in learning in the first edition of the course. So Robert Gagnes also started when he told about his conditions of learning. Initially, he was a behaviorist, his intent. Then gradually, as time goes by, he becomes a cognitiveist in his approach. So you will get to know this later. Most recently, Gagnes has published an adaptation of the conditions of learning specifically for the job training context. This comes in 1926, which is his latest publication. The conditions of learning training application. This is published in 1956 by Robert and Gagnes and Karen L. Metzger. So this was the talk of his books from 1965 to 1965. They are working on the conditions of learning. Then they become behaviorists and then they become cognitiveists. Gagnes has described learning. Okay, when we are studying theories of learning, then how did Gagnes describe learning? He says that learning is a change in the behavior of an individual that is retained and that makes possible a corresponding change in his or her behavior in a particular situation. He says that the majority of the behavior is not changed in the behavior of a person. Okay? Because it is retained. It means it is retained. It is not a shock that today it is changed, tomorrow it is not. And that makes possible and because of this, it also changes in a particular situation in its behavior. According to him, learning is a process that takes place inside an individual's brain. As he is talking about the brain, what has happened? He has become a commutivist because he started talking about brain and mental processes. So he is saying that learning is a type of practice that is happening in a person's mind. The most important aspect of a learner is that he is saying that what is most important for a person to do? His senses, his knowledge, his CNS, his central nervous system and his mind. Okay? Then in Gagnes theory of learning, we will read that Gagnes' mind is a basic behaviorist position with the elements of cognitive thought and built and hierarchical model of the different types of learning. See, the conditions of learning are the same types of learning and the same hierarchy of learning, you will find out later. So you will not be confused. Even if you ask the conditions, even if you ask the types, even if you ask the hierarchy, you will have to tell you the same thing. Okay? And he is saying that Gagnes, the behaviorist positions, means when he starts, he combines the elements of cognitive thought in his theory and built and hierarchical model of different types of learning. And many types of learning, he has prepared a training program. He does shows the way in which a unifying theory may be able to explain how different kinds of learning relate to it. In this way, he is telling you how different learning, if you tell the hierarchy, so one type of learning is produced, then on top of that, then on top of that, he is telling you how all are related to each other. He synthesized the distinct theories of learning and tried to provide a consistent explanation for all types of learning with the help of a set of psychological principles of learning. He tried to give a consistent explanation, even if he did not tell the types of learning through psychological principles. He also proposed that the information processing model of learning could be combined with behaviorist concepts to provide a more complete view of learning tasks. See, what they are saying in the beginning, they are behaviorists. They increase and increase in hierarchy and when they reach the top, they become cognitiveists. This also means that they are saying that the information processing model, which is a cognitive model, is actually made up of the combination of the behaviorist model. And Gagnes' theory should be classified as an instructional theory as opposed to learning theory. Many scientists believe that you should not call their theory a learning theory, you should call it an instructional theory. Because a learning theory consists of a set of propositions and constructs that account for how changes in human performance abilities come about. He is saying that learning theory tells us what propositions are, what constructs are necessary, and what is the responsibility for it, and how the performance of a human is changed in these abilities. The instructional theory tells us that it describes the conditions under which one can intentionally arrange for the learning of specific performance outcomes. The instructional theory tells us that what are the conditions in which an individual, knowingly, prepares himself for specific performance outcomes, learning of specific performance outcomes. So, his theory is talking about the conditions, so it should be called an instructional theory, instead of a learning theory. This also comes out. Then we have to read Gagnes' theory in these three headings. Gagnes' theory incorporates three major components. First, the taxonomy of learning outcomes, which is also called categories of learning. See, there are so many issues. If you don't understand that learning outcomes are categories of learning outcomes. The taxonomy of learning outcomes is also called categories of learning outcomes. Then he has talked about the specific learning conditions, the conditions of learning, the types of learning, and the hierarchy of learning. Required for the attainment of such outcome and the nine events of instruction. They are saying that the instructional nine events require specific learning conditions so that this learning outcome comes out. This is their theory. We have to read their theory in these three headings. What are the specific learning conditions? What are the conditions of learning? What are the taxonomy of learning outcomes? What are the categories of learning? And what are the nine events of instruction? Their learning conditions are eight. The taxonomy of learning outcomes is five and the events of instruction are nine. So you should also tell them that the learning outcomes are five, the learning conditions are eight and the events of instruction are nine. So it will be easier for you to remember. Let's start with the taxonomy of learning outcomes and the categories of learning. They are saying that when you read the literature, you feel that it was the contemporary of Bloom. Bloom was also talking about the cognitive domain, the effective domain, the psychomotor domain. That's why they have divided the taxonomy of learning outcomes into these three domains. Some people say that Bloom, meaning both of them were influenced by each other, Gany and Bloom. So they have taken all three cognitive domains, they have taken all three sub-stages. What are the verbal information? Intellectual skills, cognitive strategy. In the effective domain, there is only an attitude and in the psychomotor domain, there is only a motor skill. We say that the attitudinal change is an effective domain, the motor skills are the psychomotor domain. And in the cognitive domain, they have taken verbal information, intellectual skills, and cognitive strategy. Gany assumes that there are different types of learning outcomes, each of which is best achieved with specific instructional design, but also there is a set of steps required in every learning environment. So now we will talk about verbal information, intellectual skills, cognitive strategies, attitude and motor skills. Let's talk about the cognitive domain. So what is verbal information according to Gany? Gany says that in this category, in the cognitive domain for declarative knowledge, this is the domain of declarative knowledge. It refers to the vast quantities of knowledge that learners acquire through formal schooling, books, television, and many others. He says that whatever we are learning from books, television, and other mediums, all of these together make our verbal information. For intellectual skills, the second category in the cognitive domain of Gany is the ex-nomies that refer to as intellectual skills. It is equivalent of procedural knowledge. But verbal information is declarative knowledge. Verbal information is declarative knowledge. Intellectual skills are procedural knowledge. And it is divided into five hierarchical orders in certain degrees. For example, if you highlight it, you cannot do it above. So above, discriminations, concrete concepts, defined concepts, rules and higher order rules. That is, the person who learns to behave, he learns the concrete concept, he learns the defined concept, then he learns the rules, then he learns the higher order rules according to intellectual skills. Then what are the cognitive strategies? Consist of numerous ways by which learners guide their own learning, thinking, acting, and feeling. These are the cognitive strategies according to which the learner guides his own learning, his own learning, thinking, acting, feeling. And Gany says that the conceiver of cognitive strategies as representing the executive control functions of information processing and they compose what others have called conditional knowledge. He said that to take the information from the brain to the cognitive strategies, some people call it conditional knowledge. So verbal information, declarative knowledge, intellectual skills, procedural knowledge, cognitive strategies, conditional knowledge. That is how much they have become cognitive domain. What you are saying about psychomotor is attitudes. Whereas verbal information, intellectual skills and cognitive strategies are all part of the cognitive domain. Attitudes are considered to be ineffective domain. Gany defined attitudes as acquired internal states that influence the course of personal action towards some class of things, persons, or events. He is saying attitude means that our mind has a state of mind which influences what we will do, which things we will choose, personality, what we will take personal action, that is our attitude. The fifth type of outcome in Gany's taxonomy corresponding to the psychomotor domain is motor skills. Gany means the precise, smooth, and accurately timed execution of performance involving the use of muscles. You will remember that when he is talking about what components we need for learning, he talks about senses and your CNS, central nervous system on muscles. This is the motor skills that are useful in muscles. He is saying that precise, refined, was smooth, accurately timed. He is not doing anything wrong in his execution of performance. When we work with the muscles, that is the motor skills. You should know that the taxonomy of learning outcome or the categories of learning are defined in three heads. Cognitive domain, effective domain, psychomotor domain, verbal information in cognitive domain, intellectual skills and cognitive strategies. Attitude in effective domain and psychomotor domain. Let's talk about the conditions of learning which are most popular in Robert Gany. If you are going for something, then the conditions of learning. In order to plan what learning conditions should be presented in instruction, Gany, Bricks and Vega recommended categorizing learning goals according to the type of outcome they represent. They tried to categorize the learning goal in such a way that they represent the outcome and categorize the learning goal in such a way. From the standpoint of the teacher or instructional designer, this means some very careful consideration of just what ends or results are desired. Since the teacher's vision is very important, what do you want? Because according to the outcome, the learning goal is categorized. So the outcome is very important. Once instructional goals have been categorized into types of learning outcomes, then planning for instruction can proceed systematically. Instructional goal is categorized in such a way that it depends on whether we want the child to get out of it or not. A teacher or instructional designer can determine just what unique conditions are required for learners to acquire each desired skill knowledge or attitude. The learning conditions described in this section appear to critically influence the learning of Vega's outcome. You should know that the conditions of learning are the outcomes of learning. So 8 conditions, or learning types, or varieties can be identified and beginning with the simple months and ending with the content. Simple behaviorist views start and end with the highest and boggliest view. Although Gany refers to these conditions as learning types, he is primarily interested in the observable behavior and performance which are the products of these conditions. Learning conditions of learning had a lot of work, but their focus was on learning outcomes. Conditions of learning have been divided into external and internal conditions. So they divided the conditions of learning into two parts. External and internal. What is internal? Referred to previous learning capabilities of the learner, also described as what the learner knew prior to instruction. They are saying that the internal conditions are the ones we know from the beginning. While external conditions refer to stimuli that are presented to the learner externally. Gany influenced with behaviorist learning theories suggest that there are eight types or conditions of learning mostly all based on SR learning. They are categorized by complexity. Simple to highest, simple to complex curve, the simplest response is signal learning, stimulus response learning, training, verbal association, dissemination learning. In multiple discrimination concept learning, rule principle learning and problem solving. You can see that the signal learning SR learning, the chaining are all behaviorist approaches. Concept learning, principle learning and problem solving are all cognitive step approaches. Let us see one by one. What is signal learning? It is the classical conditioning. The simplest form of learning and consists essentially of the classical conditioning first described by behavioral psychologist Pavlov. In this, the subject is conditioned to emit a desired response as the result of the stimulus that would not normally produce that response. If you have forgotten, then listen to the classical conditioning video. The subject becomes conditioned to emit that response which normally does not. This is done by first exposing the subject to the chosen stimulus along with another stimulus. In other words, you have to give another stimulus along with chosen stimulus. Which produces the desired response when exposed to the summation stimulus on its own. What is the SR learning? It is an operant conditioning. This somewhat most sophisticated form of learning which is also known as operant conditioning was originally developed. It involves developing desired stimulus response bonds in the subject with carefully planned reinforcement to do based on the use of rewards and punishment. What is the operant conditioning? What is the effect? What is the consequence? Chaining is a more advanced form of learning in which the subject develops the ability to connect two or more previously learned SR bonds into a linked network. This is a chain. This is a form of chaining in which the links between the items being connected are verbal in it. Chaining is formed. Now there is a verbal connection in it. If you learn how to discriminate then it is not discrimination. This involves developing the ability to make appropriate responses to a series of similar stimuli that differ systematically. It is similar but it is different. The process is made more complex by the phenomenon of interference whereby one piece of learning is needed. Then concept learning. First we have classical conditioning then operant conditioning then we have chaining then we have learned verbal association then we have learned to discriminate. Now what we have learned? Concept formation. This involves developing the ability to make a consistent response to different stimuli that form a common class or category of some sort. The common class stimuli we have learned to give the same consistent response. This means the formation of the concept. We have learned to generalize and classify. What is the principle learning or rule learning? The process that involves being able to learn relationships between concepts. When we learn relationships about concepts then this principle becomes learning. What is the problem solving? The highest level of cognitive process involves developing the ability to invent a complex rule, algorithm or procedure for the purpose of solving one particular problem and then using the method to solve other problems of a similar nature. This is the highest form of learning according to Gane and here you solve problems and when you have a problem of similar situations then you apply that solution. Lastly, nine events of instruction. We have read the taxonomy of learning outcome which is called categories of learning then we have read the types of learning or conditions of learning or hierarchy of learning and now nine events of instruction. This series of outlines nine instructional corresponding cognitive processes. It is written in the packet that is its cognitive process. What is the meaning of receiving attention? Since learning cannot be done unless the learner is in somewhere oriented and receptive to incoming information, gaining attention is the obvious first event agreement. That must be done in instruction. It is said that learning cannot be done until the learner is receptive to receiving the stimulus. This is the first event of instruction, gaining attention. Then informing learners of objectives then you will tell the learner about the objective so that he can be alert towards the stimuli. Then you will stimulate the recall of prepared learning that is what he has already learned then you will recall then you will present the stimulus you will teach it with selective perception then providing learning guidance means how or what learning guidance is provided in instruction also depends upon the desired outcome but the primary process to be facilitated is semantic encoding. Then eliciting performance means the individual will learn to elicit performance. Then providing feedback you give it in reinforcement or feedback having shown what they have and do learner should be provided feedback on their performance. The way they performed they should get feedback then assessing performance then you teach them how to perform enhancing retention and transfer then your retention power increases and you can generalize transfer. Although this is the last event in the series instructional activities to enhance retention and transfer are frequently built in instruction at a much earlier date. So let us see again what was it? Gaining attention then informing learners of objectives first teach them to pay attention then tell them about objectives then recall prior learning then present stimulus then guide them then see their performance then give feedback then learn the performance then transfer of generalization and lastly educational indication Gaining advocated that processes of learning move from the simple to the complex the learner has to develop prerequisite capabilities before he acquires new terminal behavior. He is saying that he has a hierarchy so before solving the problem a person will have to learn principle learning and concept learning then everyone should know their pre-requisite behavior whether they should learn or what is their pre-requisite condition. Then learners' characteristics, individual differences and motivations to learn are important issues to be considered before designing instructional activities. Individual difference learner is ready to learn he is motivated important issues if you are going to design instructional design or cognitive processes and instruction the transfer of learning the self-management skills of the learner and teaching learners and the integral parts of internal conditions of learning what is internal conditions of learning that the person already knows the prior learning the skill of learning how to learn should be developed in the learner and the impasse should be on the learner's individuality these are the things that come out the theory of gain that we have to pre-requisite behavior if we have to teach the complex system the learner's characteristics and keep in mind the internal conditions these are the things that we get from the theory of learning or instructional theory of learning so this is a very important theory and there are many questions long questions, short questions objective type questions you can see how many questions we have categories of learning learning outcome phenomena of learning conditions of learning, hierarchy of learning there is only one thing and last way 9 events of education so you have to understand this but it is very important so you have to learn so thank you and don't forget to like and subscribe my channel Explore Education I have done from myself