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 informati
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| - Learning enterprises (en)
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| - 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 informati (en)
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| - 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) (en)
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