Instructional Models

               Although there is obviously a huge amount of overlap between learning theory and instructional strategies, the distinction within the design of instruction is designated with separate headings. The main sources for the instructional framework I followed with this lesson are Robert Gagné and John Keller, described in more detail below.

Gagné’s Instructional Theory

            Gagné made a number of extremely significant contributions to our understanding of the cognitive learning process and how this relates to instructional design. His description of the conditions of learning—composed of both internal and external factors—played a major role in my learner and context analysis, described in an earlier section. My lesson for this facilitation was organized according to Gagné’s 9 Instructional Events (1985), which is considered a tried-and-true method for the design of instruction. Details on the way I incorporated his model into my presentation are provided in Table 3. 

Table 3: Gagné's 9 Events of Instruction.

Instructional Event	Evidence from Lesson Presented
Gain attention Material or activity is presented to pique learner interest	A humorous video was presented to highlight the consequences of bad training practices. Social learning theory was used to model these behaviors and their effects.
Inform learner of objectives Present the objectives of the lesson	In the lesson at hand, objectives were presented at the very beginning of the lesson, so that learners knew how to frame the information from the video as they watched.
Stimulate recall of prior learning Prompt recognition of concepts similar to stored information	Discussion of the way in which the video relates to the students’ workplace, including poor practices at Merck, memories of related events, and other examples—real or imagined.
Present stimulus Present the content to be learned	Using a PowerPoint presentation that was tailored to the context of this course, I described multiple instructional design concepts and explained their relevance to learning theories that were covered earlier in the course. For example, a concept map of Merrill’s first principles and brief, relevant text is presented on the projector as I verbally elaborate on each principle.
Provide learner guidance Facilitate learning with examples of the content	As I explain each slide, I inserted examples relevant to Merck wherever possible.
Elicit performance Encourage learners to engage in activities to practice new content	After conclusion of the lesson content, I asked students to follow along as I explored an online learning module on a computer screen projected at the front of the room. I asked learners to describe the instructional strategies they observed and explain how the strategy related to one or more learning theories.
Provide feedback Respond to learner practice activities to correct or affirm grasp of the content	As students answered my questions, I responded with corrective feedback or affirmation of a valid answer. This provides an opportunity for learners to refine skills and hone their understanding with the help of the teacher.
Assess performance Evaluate student learning after completion of the lesson	Discussion of the components of the online learning module served as an informal method of assessing the achievement of learning objectives.
Enhance retention and transfer Provide resources to enhance retention and transfer of content to new contexts	Additional materials were provided to the students via the Canvas Learning Management System. Retention of the material and transfer to different contexts was facilitated further by a discussion over dinner after conclusion of the lesson at Memorial Hall.

Keller’s ARCS Model

As motivation was a concern from the outset, Keller’s ARCS model for increasing learner motivation was a perfect complement to other instructional strategies. This model asserts that motivation can be systematically enhanced through careful design considering four main components: attention, relevance, confidence, and satisfaction (Keller, 1987). My use of these principles is briefly outlined below:

·         Attention and interest were piqued with a humorous video concerning the consequences of poor training practices and through connection of the content to scenarios at Merck. Once students could see how the information was useful to promote their performance on the job, they wanted to know more about it.

·         Relevance was established through the use of concrete language, familiar examples, and discussions of pertinent prior experiences and future use.

·         Confidence was addressed with the use of achievable objectives and description of prerequisites (an understanding of learning theory). It was further increased through supportive feedback, particularly during discussions.

·         Satisfaction can be gained by showing that learning the content will be rewarding. Examples provide an ideal opportunity to demonstrate the usefulness and positive consequences of applying this material.