 Start. Hello students, hello viewers, learners. Today we are going to discuss a very important topic of educational psychology that is Robert Ghani's views on learning. Okay, Robert Ghani and I am Dr. Vashmi Singh, Assistant Professor in Department of Education, S.S. Khanna Gansuri College. It is a constituent college of the University of Allahabad and here it is my email by which you can contact me. Okay, so let's start our journey. First of all, we have to know who Robert Ghani is was. Robert Ghani was common. First of all, let's find out. So Robert Ghani has been known for a long time. He is very important. He has been spreading his knowledge in the field. And first of all, he told us a few things that we remember. What did he do? Ghandi was among the first theorists to stop seeing a one-size-fits-all description of student learning and suggest that people learn in different ways. Okay, then Ghani's model is Ghani's model has both behaviorist and cognitive influences. He focused on determining cognitive processes and their capabilities. The expected outcome is considered behaviorist in nature. So, what is the outcome of learning? And his most famous book is The Conditions of Learning and Theory of Instruction. So, Ghani has told us about the theories of instruction or the conditions of learning. So, our book's name is The Conditions of Learning and Theory of Instruction. And he has also co-authored a book, Principles of Instructional Design. So, we need to remember the name of the book, the objective point of use or theoretical point of use. And the most important thing in Ghani is the linked learning outcomes with instructional design. Because we generally make a lot of mistakes in learning outcomes and instructional design. Okay, tell me one more thing. What happens now? A lot of people know Ghani only in the book of Conditions of Learning. They mail him because he has told us about the conditions of learning. And he has also told us about the instructional design. When Ghani has told us about the conditions of learning or instructional design and the categories of performance or learning outcomes. So, we will take all of them in totality so that when we are picking Robert Ghani, then Robert Ghani does not make any mistake. Conditions of learning is his most promising theory. And when we read Robert Ghani in Psychology, then he is asking, tell us about the conditions of learning. Robert Ghani's view on learning, what did he say about it? But when we do instructional design in educational technology, when Robert Ghani comes there, we are very confused. That we have taught him about the conditions of learning. So, what is this? Many times, we are not going to go without it. We are not going to go without it. So, we will not be so ignorant. Rather, we should know that Robert Ghani has told us about the conditions of learning. He has explained the instructional design to us. And he has also talked about learning outcomes. So, let's see what are the conditions of learning. We will see what is the correlation between learning theory and instructional design. Let's find out. What is the correlation between what is the relationship between what? Learning theory and instructional design. So, what is the correlation between learning theory and instructional design? Learning theories and research often provide information about relationships among instructional components and the design of instruction indicating how specific techniques, strategies, the best fit within a given context and with specific learners. Why am I telling you this? Because, in our mind, we are not thinking about what is the relationship between learning theory and instructional design. Why is this thing going on together? Because, when we study behavioral, constructivism, and cognitive design in psychology, then we get instructional design in educational and technological syllabus. And then we get behavioral, cognitive, and constructivism. So, you should know what is the instructional design? Anudeshna Atmak Namuna. This is the Indian style. That is, we are preparing the design to give an anudeshna. So, we will prepare the design for some kind of philosophy. If we design the instructional design for constructivism, then how will it happen? That we have to give the learner the opportunity to construct our reality. If we are preparing the instructional design from the point of view of behaviorism, then what will happen? That we have to give it such a stimulus that it gives a response. If it gives a proper response, then it has to give it reinforcement. So, any instructional design is based on the learning theory. That is why we get these things in educational psychology and in educational and technological syllabus. Instructional design, behaviorism, cognitiveism, and constructivism are available. So, you should know this correlation. Then, learning theories provide the foundation for selection of instructional strategies and allow for reliable friction of their effectiveness. That means, who provides the body for instructional design? Who are the learning theories that tell us how the learning will be? Which factors impact and affect the learning? So, we strengthen our instructional design based on that. Then, learning theories are considered as a source of... Sorry, it has been doubled here. Source of very fine instructional strategies as well as foundation for the selection of specific strategies. That means, learning theories tell us which instructional strategy is chosen and how much influence it will have to achieve the student's learning outcome. Okay? So, this is the learning theory and the instructional design. This has been doubled here. Then, conditions of learning. Those who are most likely to be Robert Derry, B.A.D., we read about conditions of learning. But, when we read about M.A.D. or M.A.D., then, this instructional design has been doubled here. So, both of us are together. So, what did Robert Derry say about the conditions of learning? See, the first thing to know is that this is the hierarchy. The hierarchy means Padhanu Pram. Padhanu Pram means that we have to remember the way it is written. We can't learn it up and down. Then, the signal learning is the lowest and the highest level of problem solving. For example, the signal learning is lower than the problem solving. We will go up from the bottom. Then, signal learning, stimulus response learning, chaining, verbal association, discrimination learning, you will get multiple discrimination. So, you won't be confused. Concept learning, role learning, it is in the name of some kind of principal learning. And then, problem solving. Okay? This signal learning is related to classical conditioning. See, we are starting from the beginning. We are just starting with the behaviorism. You see, classical conditioning, operant conditioning, complex operant conditioning, all this is behaviorism. But, while coming down, we are reaching the highest level. Problem solving. So, what happened? I have become a cognitivist. Why? Problem solving means that there is a cognition, your mental processes are going on, something is going on in your mind, something is going on in your body. So, this is the hierarchy of behaviorism to cognitivism. Okay? So, signal learning means classical conditioning. If you know the classical conditioning, that means you can't understand signal learning. What is signal learning? Then, stimulus response learning means SR connection. That is, you will give stimulus to the person, and he will respond. And then, what happens to the simple to complex behaviorism? That is, signal learning is the simplest type of learning. Problem solving is the highest or the highest level. So, when we are coming to the stimulus response, then this is operant conditioning. Operant conditioning means that it is necessary that when you give stimulus to the individual, then he will respond. In fact, the individual gives his own response. And that response, which is a favorable response, if he gets a green force on it, if he gets a green force on it, then he learns that he has to learn this. That chaining. That is, if a bond like this is formed, if it is formed, if the bond is formed, then it becomes chaining. That is why it is called a complex operant conditioning. Means, what is SR learning? Operant conditioning. What is chaining? Why is the complex operant conditioning? Because our several SR bonds are connected. Then, verbal association. What is the camera of verbal association? Associations using verbal connections. That is, the chain has also become an association. See, we are starting from small and increasing it. It is increasing. Then, discrimination learning, or what is the meaning of multiple discriminations? Different response to different stimuli. Means, the goal here is to learn that it has to be given different stimuli to different responses. It is not that we have to answer the same question. Sometimes we grow up, but the question is asked, we answer the same. We should not do this. Why? Because we have not reached the middle, we have not reached the problem solving yet. Even then, we have to learn to discriminate. What is the response to which stimuli is given? Then, conceptual. What is concept learning? Concept learning means, that we have constructed any of its common characteristics. Let's make it a concept. For example, if we have a concept of a four-legged animal, then what will happen? It will be four-legged, right? It will run fast, or whatever it is called, it becomes a concept of our mind. So, concept learning means, general response to a class of stimulus. So, we have to give one word of stimulus to one type of response. What is this? Concept learning. Sorry. Then, what is rule learning or principle learning? Chain of two or more concepts. That is, when the concept is chained, then what will we learn? Principle learning will be learned. And, what is the highest stage? Problem solving. Problem solving means, application of previously learned rules and concepts to new situations. Means transfer of learning to the highest stage B. That is, where did we start? We started with SR learning. Where did we come from? First, we learned. Then, we learned SR. Then, we became a chain. Then, we became an association. Then, we learned to do discrimination. Then, we learned how to give a class of one type of response. Then, we learned the principle. We will make a different concept of a chain. How to teach them the concept of a chain. And then, what happens in problem solving? So, we have learnt how to transfer it in different situations. So, this is the rule-booth concept of Robert Galliz's conditions of learning. Then, next, the concept of instructional design. In instructional design, there are nine events of instruction. This is also known as, you should discuss Galliz's nine events of instruction. Or, you should discuss Galliz's instructional design. So, this is Galliz's instructional design. In this, we are starting with, Gain Attention. Then, to make instructional design in the class, first of all, we should try to see the child's attention. First, you should know that this design directly goes directly with this learning theory. So, the first learning theory should be told. Then, you should tell the instructional design. It is directly linked to it. Then, each of the nine events corresponds to an internal cognitive process. Each of the nine events represents an internal cognitive process. It is indicated and necessary for effective learning to take place. And, it is very important for the importance, the influence, etc. So, first of all, we should start with, Gain Attention. Means, present the learner with an introductory activity that engages the learner. That is, when you introduce this concept in the class, then we have to seek the learner's attention. Then, inform learners of objectives. That is, the learner should know what is the purpose of this study. Then, stimulate recall of prior learning. That is, we have to look at it from the previous experience. Then, present stimulus. We have to give it a stimulus. Then, provide learner governance. We have to show examples. Then, illicit performance means, present the learner with practice activities. We have to put in the practice mix. Then, provide feedback. We have to provide feedback. Then, assess performance. We have to assess it. And then, enhance retention and transfer. Means, transfer of knowledge. Last, transfer of learning or transfer of knowledge. So, this instructional design is corresponding to the conditions of learning. It is corresponding to it. And, the last concept we have to study is categories of performance. Or, Gain Learning Outcomes. What are these? Intellectual Skills, Cognitive Strategy, Verbal Information, Attitude, and Motor Skills. Intellectual Skills means, Discrimination, Concept, Principle, Problem Solving. Cognitive Strategy means, Cognition is the strategy for thinking and problem solving. Which can also be metacognition. Verbal Information means, Facts and Bodies of Knowledge. Attitude means, Choice of actions toward person, place and thing. And Motor Skills means, Skills, Physical Behavior. Which can also be understood as, Above three are our Cognitive Domain. Then, Attractive Domain and Psychomotor Domain. So, as we study in Bloom-Stats phenomena, Cognitive and Attractive Psychomotor, The classification of knowledge is, Intellectual Skills, Cognitive Strategy, Verbal Information. Sometimes, you get Verbal Information first. Then, Cognitive Strategy, then Intellectual Skills. Cognitive Motors still have Attitude. But, this is not a hierarchy. For example, Learning Outcomes. So, we have to remember the name. So, what was the learning outcome for them? And the teacher should teach the lesson, With these goals in mind. That is, when we enter the class, We have to keep these goals and goals in mind. We have to work on Intellectual Skills, Cognitive Strategy. We have to provide Verbal Information, We have to develop Attitude as well. And, we should also teach Skill-Based. So, we can develop Fine Motor Skills. So, what happened? Learning Outcomes or Categories of Performance. That is, the conditions of learning, According to that, when you make an Instructional Design, What will come out? What will come out? What performance will come out? Okay, so, Robert Gannis has become, Psychologist, Behaviorist, As well as, Cognitivist, Conditions of Learning, SR Learning to Problem Solving, The Instructional Sign is, Learning Outcomes or Categories of Performance. So, last concluding remark is, What Gannis theory proposes, Relationship between Instructional Events, Outcomes and Co-operative Processes, And Instruction can be made more efficient By following its hierarchy. That is, what we have told them, We have told them Instructional Design, Outcomes and Co-operative Processes, And if we follow their hierarchy, Then we can provide a good Instruction. This was the concluding remark, And at last, thank you, thank you all.