Gagne’s Conditions of Learning Theory-3

C) Related Theories, Pedagogical Practices and Practical Web-Design Strategies

1. Provide a variety of learning activities. Instructional designers should anticipate and accommodate alternate learning styles by "systematically varying teaching and assessment methods to reach every student" (Sternberg 1994, as cited in Ross-Gordon 1998, 227). They should also provide alternate offline materials and activities, as well as, present "alternate points of view and interpretations" (Fahy 1999, 237) so that the learner is free to "[criss-cross] the intellectual landscape of the content domain by looking at it from multiple perspectives or through multiple themes" (Jonassen et al., 1997, 122).
2. Use Bloom’s "Taxonomy of Educational Objectives for the Cognitive Domain" to increase retention. Bloom’s Taxonomy of Educational Objectives for the Cognitive Domain (1956, as cited in Fahy 1999, 42-43) is similar to Gagne’s hierarchy of intellectual skills. Bloom outlines the following cognitive activities organized from least to greater complexity:

- knowledge
- comprehension
- application
- analysis
- synthesis
- evaluation (making judgements)

In the following example, Bloom’s taxonomy is used to illustrate different objectives related to learning objectives for studying nails (Fahy 1999, 43):

Knowledge – Know enough about nails to be able to explain what they are and what they are used for. Be able to recognize a nail as a fastening device from a non-fastening devices.

Comprehension – Be able to identify a nail and distinguish it from other fastening devices.

Application – Be able to use a nail to fasten something competently, and actually do so.

Analysis – Be able to determine what kind of nail and nailing technique would be required for most effective use of the device for a specific purpose.

Synthesis – Be able to compare nails to other fastening devices, and to compare various types of nails and nailing techniques for their specific qualities and characteristics in specific situations.

Evaluation – Be able to assess examples of the use of nails for fastening, and different nailing techniques, and to pass judgement as to which were more effective, more artistic, more secure, more skillful, more workman like, etc.