{"id":38,"date":"2021-07-21T16:03:21","date_gmt":"2021-07-21T20:03:21","guid":{"rendered":"https:\/\/openstudio.pub\/hqoc\/chapter\/chapter-1\/"},"modified":"2023-07-07T23:06:17","modified_gmt":"2023-07-08T03:06:17","slug":"chapter-1","status":"publish","type":"chapter","link":"https:\/\/openstudio.pub\/qualitycourses\/chapter\/chapter-1\/","title":{"raw":"1.4 The Nine Events of Instruction framework","rendered":"1.4 The Nine Events of Instruction framework"},"content":{"raw":"By defining quality in online learning as centred on learners<\/strong> and on facilitating learning<\/strong>, this introductory module sets the stage for our approach to the rest of the course. We start this module by introducing an evidence-based framework that outlines the necessary conditions for learning<\/strong>\u00a0(Gagn\u00e9\u2019s Nine Events of Instruction), and we will loosely follow this framework as we work through the various stages of course design and development.\n

Transparent teaching moment: Why a framework?<\/h2>\nResearch tells us that when learners are exposed to a new field of knowledge, it can be a challenge for them to conceptualize how the various elements of the field are connected. Learners often experience new fields of knowledge as a series of isolated facts or formulas to master, causing them to miss the bigger picture, which plays an important role in structuring and scaffolding the information, making it more meaningful and memorable. Frameworks and schemas provide an organizational structure in which to fit new knowledge, allowing learning to occur more efficiently and effectively (Ambrose et al.,<\/em> 2010; Bransford\u00a0 et al., 1999).\n\nGagn\u00e9\u2019s Nine Events is one such framework\/schema<\/strong>. It sets out nine research-based \u201cconditions\u201d required for effective learning, which maps well onto the process-based way we\u2019ve organized this course. The framework is simply a useful way for you to efficiently and effectively design your high-quality online course. (We will speak more about schemas and organizational frameworks in Module 3.3 Structuring Your Course<\/a>.)\n
\n\nImportant note!<\/strong> You\u2019ll notice that we cover the events in a slightly different order than originally conceived by Gagn\u00e9. The reason for this is that Gagn\u00e9 organized these events based on the flow of classroom instruction. We\u2019ve adapted the framework for an online context, which requires a bit of shuffling\u2014for example, Event 1: Gain attention<\/strong> is part of content development, which we cover in Module 3.4 Gaining Learner Attention<\/a>.\n\n<\/div>\nThe following diagram describes Gagn\u00e9\u2019s Nine Events of Instruction. Click on the plus sign associated with each of the nine events to reveal the conditions for effective learning.\n\n[h5p id=\"9\"]\n

Credit: University of Waterloo | Image Description<\/a> (PDF)<\/p>\n\n

<\/a>A (meta)example of how Gagn\u00e9\u2019s framework works<\/h2>\n
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How we did this in this module<\/h3>\nWe\u2019ve been very deliberate about modelling the principles we highlight in this course. Throughout the course, we will draw your attention to how we\u2019ve implemented particular principles in these \u201cHow we did this\u201d sections. For example, click through the diagram to see how we applied Gagn\u00e9's first three events in this module.\n\n[h5p id=\"10\"]\n

Credit: University of Waterloo | Image Description<\/a> (PDF)<\/p>\n\n<\/div>\nAs you head into the conception and planning stage<\/strong> of your online course, refer to the example above of how we've applied some of Gagn\u00e9's principles in this module to guide you. We recommend that you start working with two of Gagn\u00e9\u2019s conditions for effective learning:\n