*** Welcome to piglix ***

Learning enterprises


Learning Enterprises is the type of learning which reflected capabilities that combine types of learning into more general expertise developed by Gagné and Merrill (1990). This is additional type of learning to Gagné’s types of learning: declarative knowledge, intellectual skills, cognitive strategies, attitudes, and psychomotor skills. Learning goal not always include one learning outcome. The multiple objectives are frequently occurred when instruction handled not just single topic or lesson to the course. Integration of multiple objectives may usefully be conceived in terms of the more comprehensive activity in which the human performer is engaged, which we call an enterprise. An enterprise is a purposive activity that may depend for its execution on some combination of verbal information, intellectual skills, and cognitive strategies, all related by their involvement in the common goal. Given such an integrative goal of performance resulting from instruction, the various single objectives are viewed as being integrated as constituents of an enterprise schema. (Gagné & Merill, 1990)

Robert M. Gagné (1985) divided possible learning outcomes into five large "Domains"; declarative knowledge, intellectual skill, cognitive strategies, psychomotor skills and attitude. In 1990, Gagné and Merrill added new type of learning which is learning enterprises.

From each of the single categories of learning outcome, the instructional designer is able to analyze and prescribe the instructional conditions necessary for effective learning. When instruction is considered in the more comprehensive sense of a module, section, or course, in a macro level, it becomes apparent that multiple objectives commonly occur.

First of all, micro strategies are ways to approach instruction on particular topics of learning goals. Typically, an instructional design and development task for either education or training involves more than one goal or topic. Therefore, we need to approach with Macro level. Developing instruction at the macro level is frequently referred to as curriculum development or design which is concerned with making decisions about the scope, organization, and sequence of content at the macro level. Posner and coworkers (Posner&Strike, 1976; Poser&Rudnitsky, 1994) classified curriculum sequencing structures, which is used in curriculum development, into five major categories: world related structure, learning-related structure, utilization- related structure, inquiry-related structure, and concept-related structure. Learning enterprise is based on macro strategy, because it is beyond the single topic, or goal. Especially it is connected with learning-related structure.


...
Wikipedia

...