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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) ==Gagné ’s types of learning outcomes ()== 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. *''Declarative knowledge'': Also called as verbal information. This type of learning requires a learner to recall in verbatim, paraphrased, or summarized form facts, lists, names, or organized information. It requires recall, recognize, or state contents in learner’s own words. *''Intellectual skills'': Intellectual skills are typified by application of rules to previously unencountered examples or information. This type of learning outcome differs from declarative knowledge because learners learn how to not only recall, but also to apply knowledge to instances not encountered during instruction. The four most common types of intellectual skills are making discriminations, forming concepts, applying rules, and solving problems. *''Cognitive strategies'': This is “learning how to learn”. Cognitive strategies are the metaprocesses that we use to manage our thinking about thins and manage our own learning. A more complex cognitive strategy would be figuring out how to organize, cluster, remember, and apply new information. *''Psychomotor skills'': This is the learning about how to performance. Coordinated muscular movements that are typified by smoothness and precise timing are called psychomotor skills(R.Gagné, 1985) *''Attitude'': An attitude is a mental state that predisposes a learner to choose to behave in a certain way(R. Gagné, 1985). Attitudes affects the learner's choice, and this play a strong role in motivational aspect. *''Learning Enterprise'': types of activities that require students to collaborate and use a variety of capabilities; translate those activities into a class project; translate the project into objectives by identifying the component skills 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. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Learning enterprises」の詳細全文を読む スポンサード リンク
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