UDLs vs Gagne's Nine Events of Instruction: A Critique and Comparison of Instructional Design Models

Instructional design is the science behind the study and improvement of developing, delivering, and evaluating instruction and instructional practices. (Brown & Green, 2016). Take a look at the excerpt from Brown and Green on the four part definition of instructional design.

Brown, A.H., & Green, T.D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice (3rd ed.). New York, NY: Routledge.

Over the years, scholars and practitioners have developed multiple models that help explain and map out some of the best frameworks for designing instruction. Two of the models that we will discuss here include the Universal Design for Learning model (UDL) and Gagne's Nine Events of Instruction model.

Universal Design For Leaning (UDL) Model. 

The UDL instructional design model is a model that focuses on what, when, and how people learn. This model focuses on the science behind learning, and applies it to its three main principles: multiple means of representation, multiple means of action and expression, and multiple means of engagement. For an elaboration of these principles, take a look at this excerpt also taken from the text by Brown and Green. 

Brown, A.H., & Green, T.D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice (3rd ed.). New York, NY: Routledge.

In Layman's terms, the UDL framework believes that there is not "one type of learner" hence their should not be "one way to learn". This model encourages instructional design frameworks that speaks to everyone; from the purposeful learner, to the knowledgeable learner, and the goal oriented learner.  

Take a moment to view the following  picture as  a visual way of representing the previous information. 

http://www.cast.org/our-work/about-udl.html#.WWWltojyvIU

But why do we NEED UDLs? Now of course there are other ways to design learning, but UDLs are just one of the major concepts that educator have chosen to follow due to this model's design to cater to students with disabilities and setbacks. or high levels of thinking. Listen to the following video as gerontologist, Leacey Brown, talks about the importance of UDLs for all!

 Gagne's Nine Events of Instruction

Some Instructional Design models are built in the form of a checklist, giving the users very specific instructions (or steps, if you will) on how to design their instruction. One of these such models, is Gagne's Nine Events of Instruction.

https://www.slideshare.net/MirandaE23/robert-gagne-learning-and-instruction

Robert Gagne was an educational physiologist that came up with a theory called, "The Conditions of Learning. His theory stipulates that there are several different types of learning and each different type requires different types of instruction. Through this his was able to identify five different categories of learning.

http://oldsmooc1week1learningdesigndefinition.pbworks.com/w/page/62589007/Learning%20Design

Gagne built his Nine Events of instruction based off of these five categories of leaned capabilities. He essentially argues that these skills can be organized into a hierarchy which can be used to identify prerequisites that should be completed to ensure learning at each level. 

Critique and Compare: My personal Views

Both of these Instructional Design models are of my favorite models. They both agree on the idea that there is not one specific way of learning and that each way needs to be handled differently. However, I do tend to agree or lean towards the UDL model over Gagne. UDLs allots for much more flexibility than Gagne's 9 events of Instruction. With a UDL, order does not matter. You simple build your instruction in the manner that suits your preferences, while being intentional about creating multiple means of instruction and activities. There is no need to be sure to write your objectives before creating your instruction; or recalling prior knowledge before providing guidance. Whatever order works best for you, UDLs gives you that level of flexibility.This ensures that every type of learner is catered to. I also love the fact that it expands the horizons of each learner. Students may be stronger visual learns, but they still have access to the auditory material, inevitably strengthening their auditory comprehension skills. Now students able to both understand and grow!

Gagne's 9 events of instructional is a much more intentional model. It gives very specific steps to follow and what order to complete them in. Unfortunately, it take away the idea of flexibility. However, I will say this: There is nothing more stress relieving than to know that I may not know exactly where to begin or end, but if I follow these steps or use a checklist, I am guaranteed to get it right! Gagne allots for that luxury. Take a moment to view the following checklist created to aide with building instruction using Gagne's 9 Events of Instruction.

https://www.pinterest.com/pin/490962796860612408/

Great checklist right?! I was so ecstatic to find such a simple and easy way to ensure that I incorporate all aspects of Gagne's model.

Take a look at the very last section of this checklist. Notice anything familiar? Gagne enforces the same idea that UDLs identified; the idea of choices! Both model realize the importance of ensuring that there is student choice; and not just for assignments and content, but for rewards and challenges. Students love to feel that they have some level of control over their education and I believe that it is important that they do have this small level of control. Student interest begins and ends with choice and it is an aspect of instructional design that I will be sure to always incorporate.

Conclusion

Instructional Design models are used to ensure that instruction is given in the best way to ensure the best learning practices. UDLs focus on research that have been proven to show how, what, and why a person learns. Gagne's Nine Events of instruction focuses on creating a hierarchy of instruction that can be used to develop prerequisites to ensure learning at each level. Both models covers the idea of fostering choice. While one model is deliberate in the process of designing instruction and the other focuses on what to design WITHIN the instruction. I general love both model, but prefer the flexibility of UDLs.

Bibliography

Brown, A. H., & Green, T. D. (2016). The essentials of instructional design: connecting fundamental principles with process and practice. New York, London: Routledge, Taylor & Francis Group.

Conditions of Learning (Robert Gagne). (n.d.). Retrieved July 12, 2017, from http://www.instructionaldesign.org/theories/conditions-learning.html

The Use of Instructional Design Practices in a Gamified Cirriculum: How UDLs are so important in Quest-Based Learning

What is a UDL?

The way in which one designs their instruction speaks volume about the instructor that they are, as well as the instructor that they will one day become. This is why there has been enormous amounts of research geared toward the best practices to successfully design instruction. These methods include, but are not limited to; Revised Blooms Taxonomy, A.D.D.I.E, and Merrill's First Principles of Instruction. But my favorite of them all is a method called Universal Design for Learning.

Universal Design for Learning is a instructional design framework that intentionally focuses on why, what, and how people learn. This framework uses the knowledge that scientist have both researched and proven to be the most effective ways of learning.

As most people already know, learning is not just a one way street. Everyone takes different routes to make it to the same destination. Hence, the overall goal and three main principles of this instructional design framework is: to use multiple means of representation, engagement, and action and expression to capitalize on ones learning experience. In layman's terms, this framework works to afford each and every student equal opportunity to learn through the usage of multiple learning venues. Take a look at the following picture below. It will give you a visual approach to understanding the above information.

http://udloncampus.cast.org/page/udl_about#.WWUB94jyvIU

Now take a look at this video as well. This will give you an auditory approach to understanding the above information.

This is an example of applying the UDL model. By presenting this information to you in multiple means, I have fulfilled one of the three main principles of the UDL framework; multiple means of representation.

Using a UDL in a Quest-Based Learning Environment.

As a high school math teacher, I am constantly research ways to enhance the learning of each of my students. My latest project is building a fully gamified learning environment, centered around quest based learning.

What is Quest-Based learning.

"Quest-based learning is an instructional design theory that leverages game mechanics and gamer-like learning communities to support student choice within the curriculum, and offers promising pedagogical possibilities in the area" (Chris Haskell, 2013). Simply put, quest based learning is taking the idea of our everyday games and applying those mechanics to an educational curriculum. Haskell points out these very specific features:

• Quest-based learning incorporates game mechanics, and gamer-like learning communities. 

• Game-based feedback tools like experience points, progress bars, badges, and achievements are motivating and meaningful to students. 

• Students in a quest-based course received higher grades overall when compared to traditional course. 

• Students do more work on average using quest-based learning. 

• On average, students complete quest-based learning design courses in less time than traditional courses. 

• Over 65% of students remain persistent in quest-based learning, continuing to quest beyond the minimum required to receive a “A.”

To learn more about quest-based learning, visit Understanding Quest-Based Learning.

Incorporating an UDL.

I began to build my quested-based learning curriculum in the early part of June. This was before I learned about the UDL instructional design. I simply built my framework off of the different experiences I've encountered as a 3rd year math teacher. I had no idea that I was essentially building my framework around the UDL instructional design.

As you know, the three main priciples of an UDL is to use multiple means of representation, engagement, and action and expression to capitalize on ones learning experience. But what we have not discussed as of yet, is how to apply an UDL. Consider the following checklist to help with applying an UDL:

https://www.pinterest.com/pin/490962796860612408/

Which principles did I already incorporate and what can I improve?

One of the best features of the quest-based learning model is the ability to present the information in multiple ways. Before I decided to incorporate a quest-based learning model, I used a flipped classroom model. This is simply changing all lectures into video lesson where the students can view at home, allotting the full class time for practice. Due to my previously recorded video lessons I am able to present the material in multiple representations. Not only are the students given a video lesson to view and hear, they are also given several examples of the material through pictures and discussions. 

In addition to being able to learn the material in multiple ways, Quest-based learning allows me to foster choice in my classroom. For each individual standard, I build multiple quest that range in point value. Now the students can pick and choose which ever quest genuinely sparks their interest. The quest range in activities from writing entries, arts and crafts, online video games, to real world application. 

Another aspect of this framework that I have incorporated through quest-based learning, is ongoing feedback. Students, as they submit quest, are given written feedback on their material that they turn in. In addition, they are constantly earning points, gaining rank, and being awarded badges as they fulfill the desired requirements. Student no longer wait until they take a midweek quiz or unit test, they know exactly how they are doing each and everyday.

Although I have, in my opinion, very successfully incorporated an UDL into my quest-based learning framework, there are still a few aspects that I need to reconsider. One thing to consider is accommodating my EC students so that they are not penalized. One option that I have been thinking about, is building my quest around the priority standards vs the entire curriculum. 

This means that I would like to set up my quest based learning model in a way that each and every student are only "required" to complete the quest associated with the listed priority standards. This allows for the EC students to take their time and truly understand the standards that show up the most on state exams while still have a chance to successfully pass the class. It also allows for those students that have a very clear understanding of the material to keep moving forward to the "non-priority" standards without being held back. I do hope to gain a better insight as to how I can incorporate this change and still make it equitable to every student within my class.

Conclusion

Many teachers do not realize it, but they use bits and pieces of instructional designs that have been scientifically proven to be very successful. As I began to build my quest-based learning framework and research instructional design models, I realized that I was using a Universal Design for Learning frame work. The thee main principles of the framework are to use multiple means of representation, engagement, and action and expression to capitalize on ones learning experience. As I continue to build my quest based learning framework around the UDL model, I need to be sure to incorporate more accommodations so that my students are successful across the board, regardless of any learning disabilities or other setbacks!.