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Does Your Instruction Rate 5 Stars? First Principles of Instruction M. David Merrill Professor Utah State University
Case Study ,[object Object],[object Object],[object Object],[object Object],Define Marketing Marketing is a word you hear or use almost daily. You probably know several ways the term is used. As you focus on writing a strategic marketing plan, be sure your team agrees on some common definitions, so you are all clear about what the plan is to accomplish. How would you define marketing?
Case Study ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Lguide.com evaluation
My Evaluation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
First Principles of Instruction ,[object Object],A principle is a relationship that is always true under appropriate conditions regardless of program or practice.
Levels of Design Theory ,[object Object],[object Object],[object Object],[object Object],[object Object]
Principles, Programs, Practices ,[object Object],[object Object],[object Object],[object Object]
Instructional Practice ,[object Object],[object Object],[object Object]
Instructional Programs ,[object Object],[object Object],[object Object],[object Object]
Example Program with Practices ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Example Program with Practices ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Instructional Principles ,[object Object],[object Object]
First Principles of Instruction ,[object Object],[object Object],A principle is a relationship that is always true under appropriate conditions regardless of program or practice.
Hypotheses ,[object Object],[object Object]
Method of Inquiry ,[object Object],[object Object],[object Object],[object Object],[object Object]
Areas of Investigation Automated Instructional Design First Principles of Instruction Meta-Mental Models Instructional Design Models Knowledge Objects Cognition & Mental Models
Cognition -- A Simplified View ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Data Structures + Processes Declarative + Procedural
Some Cognitive Principles ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Cardinal Principles of Instruction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
First Principles of Instruction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
First Principles of Instruction Problem Activation Demonstration Application Integration
Bransford -- Star Legacy The Challenges Generate Ideas Multiple Perspectives Research & Revise Test Your Mettle Go Public Look ahead Reflect back
McCarthy 4-MAT 1 2 3 4 Meaning Conceptualizing Operationalizing Renewing Connect, Examine Image, Define Try, Extend Refine, Integrate share, dialogue, reflect acquire knowledge, understand theory act, practice, tinker adapt, re-present, share, renew WHY? IF? WHAT? HOW?
Andre -- Instructional Episode ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Problem ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Activation ,[object Object],[object Object],[object Object],[object Object]
Demonstration ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Application ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Integration ,[object Object],[object Object],[object Object],[object Object],[object Object]
Gardner -- Multple Approches to Understanding -- ,[object Object],[object Object],[object Object],[object Object]
Gardner (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Nelson Collaborative Problem Solving ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Jonassen -- Constructivist Learning Environments ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
van Merriënboer -- 4C/ID Principled Skill Decomposition Development of Learning Environment Algorithmic Methods Prerequisite Knowledge Heuristic Methods Supportive Knowledge Part-Task Practice Prerequisite Information Whole-Task Practice Supportive Information Rule Automation Schema Acquisition Analysis Design recurrent skills non-recurrent skills procedures specific rules facts concepts plans principles Heuristics SAPs conceptual models goal-plan hierarchies causal models mental models available during practice available before practice
Schank -- Learning by Doing ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Findings to date ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How do these theories differ? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conclusion ,[object Object],[object Object],[object Object]
Ask me a question. Thank You ! Visit our web site www.id2.usu.edu Join our web conference www.webconf.org

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Merrill 1

  • 1. Does Your Instruction Rate 5 Stars? First Principles of Instruction M. David Merrill Professor Utah State University
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  • 18. Areas of Investigation Automated Instructional Design First Principles of Instruction Meta-Mental Models Instructional Design Models Knowledge Objects Cognition & Mental Models
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  • 23. First Principles of Instruction Problem Activation Demonstration Application Integration
  • 24. Bransford -- Star Legacy The Challenges Generate Ideas Multiple Perspectives Research & Revise Test Your Mettle Go Public Look ahead Reflect back
  • 25. McCarthy 4-MAT 1 2 3 4 Meaning Conceptualizing Operationalizing Renewing Connect, Examine Image, Define Try, Extend Refine, Integrate share, dialogue, reflect acquire knowledge, understand theory act, practice, tinker adapt, re-present, share, renew WHY? IF? WHAT? HOW?
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  • 36. van Merriënboer -- 4C/ID Principled Skill Decomposition Development of Learning Environment Algorithmic Methods Prerequisite Knowledge Heuristic Methods Supportive Knowledge Part-Task Practice Prerequisite Information Whole-Task Practice Supportive Information Rule Automation Schema Acquisition Analysis Design recurrent skills non-recurrent skills procedures specific rules facts concepts plans principles Heuristics SAPs conceptual models goal-plan hierarchies causal models mental models available during practice available before practice
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  • 41. Ask me a question. Thank You ! Visit our web site www.id2.usu.edu Join our web conference www.webconf.org