WHAT IS LEARNING Learning involves helping people along the learning process, and learning includes all of the

things that we do to make it happens. As an end, result, we know that learning occurs when people take newfound information and incorporate it into their lives. the act or experience of one that learns, knowledge of skill acquired by instruction or study; modification of a behavioural tendency by experience. (Websters Dictionary) Learning is often defined as a change in behaviour ( Birkenholz,1999), which is demonstrated by people implementing knowledge, skills or practices derived from education. For Gagne, learning is a change in human disposition or capabilities which can be retained, and which is not simply attributed to the process of growth. ROBERT MILLS GAGNE

Robert Mills Gagn was an American educational psychologist best known for his "Conditions of Learning". He was born on August 21, 1916. Gagn's theory stipulates that there are several types and levels of learning, and

each of these types and levels requires instruction that is tailored to meet the needs of the pupil. While Gagne's learning blueprint can cover all aspects of learning, the focus of the theory is on the retention and honing of intellectual skills.

CONCEPT OF LEARNING Gagne distinguishes between two types of conditions, the internal and external. The internal conditions can be described as "states" and include attention, motivation and recall. The external conditions can be thought of as factors surrounding one's behavior, and include the arrangement and timing of stimulus events.

FOUR PHASES OF LEARNING BY GAGNE a. Phase I receiving the stimulus situation b. Phase II stage of acquisition c. Phase III storage d. Phase IV retrieval During phase I and II, the stimulus situation and the acquisition of knowledge, information received is processed. Information processing

encompasses such topics as attention, perception, thinking, memories and problem-solving strategies. In phase III, the initial processing of the information received during phase II and I will determined the rate of remembering and which

aspects are remembered. Retrieval, on the other hand, implies recognizing, recalling and reconstructing what has been previously put in. GAGNES EIGHT CONDITIONS OF LEARNING

Increacing complexity

Cognitive aspects

Behavioural aspects

Gagne's Eight Conditions of Learning include: 1. Signal learning - is similar to the Classical Conditioning principles of Pavlov (Response Elicitation). 2. stimulus-response learning - is similar to Thorndike's Instrumental Conditioning (Response Modification).

3. Chaining - the connection of a set of individual Ss -->R's in a sequence. (This may be either motor or verbal). *** The symbol "S" represents the external stimulus, "s" represents the accompanying internal stimulus, and "R" represents the external response. 4. Verbal association - making associations using verbal connections. ( A process of chaining ). 5. Discrimination learning - The process in which the individual learner makes a number of different identical responses to many different stimuli that to some extent may resemble one another in physical appearance. The individual becomes capable of making different responses to stimuli that are somewhat alike, but still differ. According to Gagne, the most important aspect of learning is the individual's discrimination of stimuli. 6. Concept learning - Generalization based on a set of classes or categories (male & female; living & dead, etc.). 7. Rule learning - refers to the formation of a chain of two or more concepts in the form of a builtin-type of behavior that occurs in response to a class of stimulus situations. A rule is internal state of the individual. Knowing the rule implies that the learner must demonstrate a terminal response (being able to demonstrate a behavior).

8. Problem solving. - is an extension of rule learning (Discovery Method). Problem solving requires an individual to discover a combination of previously learned rules to apply to solve a novel situation. Problem solving combines two or more rules to produce a new capability, resulting in the formation of a higher order rule. Higher order rules are learning strategies.

CONCLUSION According to Gagne, if a person has learned, then that person can carry out some activity that he or she could not do previously. A learning hierarchy for problem-solving or rule-learning is a structure containing a sequence of subordinate and prerequisite abilities which a student must master before he or she can learn the higher order task. Gagne describes learning as observable changes in peoples behavior, and his learning hierarchies are composed of abilities which can be observed or measured.

REFERENCES Anderson, J. R. (1980). Cognitive psychology and its implications.San Francisco: Freeman. Gagne, R. (1985). The Conditions of Learning (4th.). New York: Holt, Rinehart & Winston. Instructional Design, Conditions of Learning (Robert Gagn) http://www.instructionaldesign.org/theories/conditions-learning.html http://edtech2.boisestate.edu/fosterl/docs/504/504%20Paper%20(Conditions%20 of%20Learning).pdf