Heroes of learning # 2

David Merrill.

M. David Merrill was listed among the most productive Educational Psychologists (Gordon, et al, Educational Researcher , Aug/Sep1984), among the most frequently cited authors in the computer-based instruction literature (Wedman, Journal of Computer-Based Instruction, Summer 1987), ranked among the most influential people in the field of Instructional Technology (Moore & Braden, Performance & Instruction, March 1988.).

Although famous for his component display theory, I prefer to focus on the following which he collaborated on with Charles Regulith. I will cover CDT at a later date. In focus in this post is:

First principles of instruction:

Task-centered principle

• Learning is promoted when instruction is in the context of whole real-world tasks.
• Learning is promoted when learners are engaged in a task-centered instructional strategy involving a progression of whole real-world tasks.

Activation principle

• Learning is promoted when learners activate relevant cognitive structures by being directed to recall, describe or demonstrate relevant prior knowledge or experience.
• Activation is enhanced when learners recall or acquire a structure for organizing the new knowledge, when this structure is the basis for guidance during demonstration, is the basis for coaching during application, and is a basis for reflection during integration.
  
  

Demonstration principle

• Learning is promoted when learners observe a demonstration of the skills to be learned that is consistent with the type of content being taught.
• Demonstrations are enhanced when learners are guided to relate general information or an organizing structure to specific instances.
• Demonstrations are enhanced when learners observe media that is relevant to the content and appropriately used.

Application principle

• Learning is promoted when learners engage in application of their newly acquired knowledge or skill that is consistent with the type of content being taught.
• Application is effective only when learners receive intrinsic or corrective feedback.
• Application is enhanced when learners are coached and when this coaching is gradually withdrawn for each subsequent task.
• Application is enhanced when learners observe media that is appropriately used.

Integration principle

• Learning is promoted when learners integrate their new knowledge into their everyday life by being directed to reflect-on, discuss, or defend their new knowledge or skill.
• Integration is enhanced when learners create, invent, or explore personal ways to use their new knowledge or skill.
• Integration is enhanced when learners publicly demonstrate their new knowledge or skill.

Tell me this does not make sense and that instructional designers should not be using this and I will immediately counter with a resounding "you do not know what you are talking about!". Some of our back to basics approach should allow for deep dives into the skill and competence required and we have to take a big breath and rediscover the strength of sound instructional science.