Forty years ago, Robert Gagne published the first edition of his book The Conditions of Learning (1965) in which he proposed nine events of instruction that provide a sequence for organizing a lesson. These events remain the foundation of current instructional design practice (Reiser, 2002; Richey, 2000). They represent desirable conditions in an instructional program and increase the probability of successful learner achievement in the program (Gagne, 1965, 1985, 1988; Gagne, Briggs & Wager, 1992). Other authors cite similar elements of instruction that promote student learning from an instructional program (Dick & Carey, 1996; Sullivan & Higgins, 1983).