5. Learning outcomes and learning conditions

In Driscoll's (2005) textbook, in the comprehensive theory matrix, there are a few dimensions: outcomes, preconditions/inputs, the role of students, the role of teachers, and the process.

I analyze it from a few points:

First, why outcomes come first?

1. Like what Gagne has done: first identify learning outcomes, then determine the learning conditions and instructional events/methods. It is a way that we, as instructional designers or teachers, often use when practice informed by learning theories.

2. Compared to other dimensions in the matrix, outcomes might be the column that is easier to indentify and include all components and categories. In other words, learning outcome might be the least fuzzy component.

3. Through comparing the learning outcomes, what each major group of learning theories emphasize differently becomes more obvious.

Second, can conditions be categorized?

Gagne's classification of internal and external conditions can be borrowed to group the themes of words used to describe learning conditions:

Internal Condition: memory, schemata, well-prepared mind, prior knowledge, maturation, presence and participation in activity, ability of self-directed, orientation toward meaningful learning etc.

External Condition: stimuli, sensory information, material, activities, tools, ill-structured problems, conditions to support becoming self-directed etc.

In-&-Ex Conditions: for some conditions, they really can not be defined simply as internal or external conditions, such as meaningful material and cognitive conflicts. They must be defined and determined by both internal and external conditions: the same material might be meaningful for one learner, might not for others, which is determined by the learner's prior knowledge, goal, or attention brought into the task. Or prior knowledge is a relative concept too, the enough prior knowledge, or the well-prepared mind is relevant to learning tasks.

Internal condition is more about learner, for what learner can bring into the learning situation, and external condition is more about learning environment and task.

Third, Who is in charge of ensuring that the learning inputs and preconditions are there?

It is obvious that teachers/instructional designers can control the external conditions rather than the internal conditions. And the goal of education might be empowering the learner with better internal conditions. In this way, the change of internal conditions should be equal to outcomes. The outcome in previous learning phases should become internal condition for the current learning phase.

The arrangement of equipping of external condition is up to the designer/teacher's evaluation of internal conditions.

To various degrees, the efforts might be embedded in textbook, digital tools, or classroom activities.

Learning material, tools, and tasks pre-designed by designers can empower teachers.
However, often, it is up to the capability and efforts of teachers to ensure the quality of educational practice. The dynamical teacher-student interaction cannot be completely replaced by pre-designed material.

Finally, what are the relationships between five dimensions?

The entrance components are: precondtions/inputs.

The processing dimensions are: teachers, students, and precondtions/inputs interact with each other; therefore, the learning processes happen; or stated in other words, the learning conditions are satisfied.

Then, the learning outcomes happen.

Reference:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education Inc.