The OPNZ 9S Learning Model is an adaptation of Gagné’s ‘Nine Steps of Instruction’, a logical sequence of nine events that form a systematic instructional design process (Gagné et.al., 1992; Gagné & Driscoll, 1988). The model has proven itself adaptable to situated and authentic learning contexts, with its focus on outcomes, and is also well-suited to emerging technology-supported learning forms (Abdelmagid, 2018). The model can also be extended to community-oriented and vocational learning contexts; it is malleable, well-documented, and built on a solid research base. When used appropriately in conjunction with a full range of educational taxonomies (cognitive, metacognitive, psychomotor, affective and interpersonal), Gagné’s model supports the design of rich, engaging and meaningful learning.
Context for Development
The 9S Model was developed in collaboration with learning design colleagues at New Zealand’s Open Polytechnic between 2019 and 2021. The model essentially retells Gagne’s nine steps for instruction, but it is important to contextualise it.
The institutional Learning Design Strategy had three levels. The foundation were ten principles of learning design, upon which rested the eight-stage learning design framework. On top of this is the 9S Learning Model.
The Open Polytechnic’s learning and teaching strategy is centred on the concept of ako. Designers acknowledge that meaningful learning results from the engagement of both learners and the teaching voice, and that new knowledge grows out of shared learning experiences with online teaching support, colleagues, and whānau. Courseware design aimed to support the development of sharing, caring and inclusive learning communities in which individual voices can be reflected. Course designs aimed to empower everyone to learn with and from others.
For ako to be a successful outcome for students, it must include the principles of whakapiri (engagement), whakamārama (enlightenment) and whakamana (empowerment) (Durie, 2001). These principles are interdependent.
- Whakapiri captures students’ engagement and retention in the learning process.
- Whakamārama describes the enlightenment that comes through teaching and learning, bringing about transformation in our students and in our practice.
- Whakamana focuses on empowering students for lifelong learning and active citizenship.
The Open Polytechnic Ako Strategy at the time stated: Teaching is the design and use of intentional activities to bring about active participation by students, to develop understanding, knowledge, skills, and attributes. It involves sharing knowledge, engaging and supporting students, designing learning experiences, providing coaching feedback, and encouraging students to actively participate in their learning across their programme of study. Learning is a dynamic relationship with knowledge that results in personal growth.
Benefits of Using the 9S Model
The benefits of selecting a learning model that will be used consistently are to:
- Improve the predictability of the learner journey for students, tutors and support staff by
- Providing structural support to encourage autonomous learners while providing ample support when required (Moore, 1993).
- Setting a foundation for intelligent meta-tagging of content and activities and improving the prospects of both reuse and predictive analytics (Atkinson, 2015; Scheffel et al., 2014).
- Making tutor workload planning easier to anticipate (Puzziferro & Shelton, 2009).
- Scaffold learners through articulated learning pathways, but with the option of full self-navigation by
- Taking a student-centred perspective of design, prioritising the learners’ experience and workload (based on Notional Student Hours) over the enthusiasm of the course authors (Lee & Hannafin, 2016)
- Establishing guidelines for the volume of mandated readings at different levels of study to enable effective time management by learners (Adams & Blair, 2019).
- Provide structural support for courseware design, development, and maintenance.
- Ensure consistent and accurate design documentation across all programmes and courses.
In devising the 9S learning model, we intend a model capable of:
- Ensuring future courseware designs are flexible and adaptable to both the current Open Polytechnic context and possible future blended modes of delivery (Hrastinski, 2019).
- Anticipating future institutional requirements such as modifying course weightings (from 20 to 15 credits), separating our assessments from courseware and the possibility of ‘assessment only’ or ‘study without credit’ courses.
- Reflecting contemporary and evolving work practices (New Zealand Productivity Commission, 2017).
- Being flexible enough to cope with the various demands of different discipline perspectives, levels and teaching contexts.
- Suiting individual course developments as well as full programme level architectures.
- Providing a basis for ongoing scholarship grounded in extensive practice and research.
- Supporting, but not constraining, teaching facilitation and student support roles.
- Provide structural guidance for course designers.
- Ensure a degree of harmonisation, even standardisation, in the learner experience (Bourne et al., 2002).
- Expanding opportunities for dynamic digital media experiences.
- Guiding course academics in producing quality courseware.
References
Abdelmagid, M. (2018). The Pedagogical Potentials of Integrating Augmented Reality: Revisiting Gagné ISD Framework. Advances in Social Sciences Research Journal, 5(11). https://doi.org/10.14738/assrj.511.5455
Adams, R. V., & Blair, E. (2019). Impact of Time Management Behaviors on Undergraduate Engineering Students’ Performance. SAGE Open, 9(1), 2158244018824506. https://doi.org/10.1177/2158244018824506
Atkinson, S. P. (2015). Using Learning Design to Unleash the Power of Learning Analytics. In T. Reiners, B. R. von Konsky, D. Gibson, V. Chang, L. Irving, & K. Clarke (Eds.), Globally connected, digitally enabled (pp. 358-364 / CP:6-CP:10)). ascilite.
Bourne, J. R., Moore, J. C., & Sloan Consortium. (2002). Elements of quality online education: Learning effectiveness, cost effectiveness, access, faculty satisfaction, student satisfaction. Sloan Consortium.
Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of Instructional Design. Harcourt Brace Jovanovich College Publishers.
Gagné, R. M., & Driscoll, M. P. (1988). Essentials of learning for instruction (2nd ed). Prentice Hall.
Hrastinski, S. (2019). What Do We Mean by Blended Learning? TechTrends, 63(5), 564–569. https://doi.org/10.1007/s11528-019-00375-5
Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: Own it, learn it, and share it. Educational Technology Research and Development, 64(4), 707–734. https://doi.org/10.1007/s11423-015-9422-5
Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical Principles of Distance Education. Routledge. http://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9781134878338
New Zealand Productivity Commission. (2017). New models of tertiary education: Final Report. https://www.productivity.govt.nz/assets/Documents/2d561fce14/Final-report-Tertiary-Education.pdf
Puzziferro, M., & Shelton, K. (2009). Supporting Online Faculty—Revisiting the Seven Principles (A Few Years Later). Online Journal of Distance Learning Administration, 12(3).
Online Journal of Distance Learning Administration, 12(3).
Scheffel, M., Drachsler, H., Stoyanov, S., & Specht, M. (2014). Quality Indicators for Learning Analytics. Journal of Educational Technology & Society, 17(4), 117–132.