instructional_design:component_display_theory
Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision Next revision | Previous revision | ||
|
instructional_design:component_display_theory [2011/03/14 10:51] jpetrovic [General] |
instructional_design:component_display_theory [2023/06/19 18:03] (current) |
||
|---|---|---|---|
| Line 3: | Line 3: | ||
| ===== General ===== | ===== General ===== | ||
| - | Component display theory is one of the [[learning_paradigms:cognitivism#&instructional_design_theories_and_learning_models:|cognitivist theories of instructional design]] introduced by [[http://mdavidmerrill.com/index.htm|Dave Merrill]] in the 1980s, whose original intention was to **separate content from instructional strategy**. In his own words, "//Component Display Theory was an attempt to identify the components from which instructional strategies could be constructed.//"(([[http://mdavidmerrill.com/Papers/InstructionalTransactionTheoryReigeluth.pdf|Merrill, M. D. Instructional transaction theory (ITT): Instructional design based on knowledge objects. Instructional-design theories and models: A new paradigm of instructional theory 2: 397–424. 1999.]])) Aside from identifying those components, Merrill suggested their usage in order to create successful instructions. | + | Component display theory is one of the [[learning_paradigms:cognitivism#&instructional_design_theories_and_learning_models:|cognitivist instructional design models]] introduced by [[http://mdavidmerrill.com/index.htm|Dave Merrill]] in the 1980s, whose original intention was to **separate content from instructional strategy**. Component display theory was greatly influenced by [[http://www.ibstpi.org/Products/pdf/appendix_A-C.pdf|Robert Gagne]]'s [[learning_theories:conditions of learning]]. In his own words, |
| + | |||
| + | * "//Component Display Theory was an attempt to identify the components from which instructional strategies could be constructed.//"(([[http://mdavidmerrill.com/Papers/InstructionalTransactionTheoryReigeluth.pdf|Merrill, M. D. Instructional transaction theory (ITT): Instructional design based on knowledge objects. Instructional-design theories and models: A new paradigm of instructional theory 2: 397–424. 1999.]])) | ||
| + | |||
| + | Aside from identifying those components, Merrill suggested their usage in order to create successful instructions. | ||
| ===== What is component display theory? ===== | ===== What is component display theory? ===== | ||
| - | Influenced by [[http://www.animukerji.com/newfaculty201/gagne_bio.htm|Robert Gagne]]'s theory of [[learning_theories:conditions of learning]], Merrill agreed that **different learning outcomes require different learning strategies**, and his idea therefore was to suggest learning strategies according to target content and performance. Merrill suggested four different **categories of content**: | + | Influenced by [[http://www.animukerji.com/newfaculty201/gagne_bio.htm|Robert Gagne]]'s theory of [[learning_theories:conditions of learning]], Merrill agreed that **different learning outcomes require different learning strategies**, and his idea therefore was to suggest learning strategies according to target content and performance. Merrill suggested four different **categories of content**(([[http://books.google.com/books?hl=en&lr=&id=kPB-_L4JcOoC&oi=fnd&pg=PA1&dq=Merrill,+M.D.+%281994%29.+Instructional+Design+Theory.+Englewood+Cliffs,+NJ:+Educational++Technology+Publication.+&ots=kCYq7mNHW2&sig=t_3TvHaY0oP0MXL4ab2E5cYRQTU#v=onepage&q&f=false|Merrill, M. David. The Descriptive Component Display Theory. In Merrill, M. David, and David Twitchell. Instructional design theory, p. 112. Educational Technology, 1994.]])): |
| [[http://books.google.com/books?hl=en&lr=&id=kPB-_L4JcOoC&oi=fnd&pg=PA1&dq=Merrill,+M.D.+%281994%29.+Instructional+Design+Theory.+Englewood+Cliffs,+NJ:+Educational++Technology+Publication.+&ots=kCYq7mNHW2&sig=t_3TvHaY0oP0MXL4ab2E5cYRQTU#v=onepage&q&f=false|{{ :images:performance-content.jpg|The Performance-Content Matrix. Source: Merrill, M. David. The Descriptive Component Display Theory. In Merrill, M. David, and David Twitchell. Instructional design theory, p. 112. Educational Technology, 1994. Click on the picture to follow the link.}}]] | [[http://books.google.com/books?hl=en&lr=&id=kPB-_L4JcOoC&oi=fnd&pg=PA1&dq=Merrill,+M.D.+%281994%29.+Instructional+Design+Theory.+Englewood+Cliffs,+NJ:+Educational++Technology+Publication.+&ots=kCYq7mNHW2&sig=t_3TvHaY0oP0MXL4ab2E5cYRQTU#v=onepage&q&f=false|{{ :images:performance-content.jpg|The Performance-Content Matrix. Source: Merrill, M. David. The Descriptive Component Display Theory. In Merrill, M. David, and David Twitchell. Instructional design theory, p. 112. Educational Technology, 1994. Click on the picture to follow the link.}}]] | ||
| Line 13: | Line 17: | ||
| * **concepts** ("//a set of objects, events, or symbols with shared common characteristics//"), | * **concepts** ("//a set of objects, events, or symbols with shared common characteristics//"), | ||
| * **procedures** ("//an ordered sequence of steps necessary for the learner to accomplish some goal//"), and | * **procedures** ("//an ordered sequence of steps necessary for the learner to accomplish some goal//"), and | ||
| - | * **principles** ("//or predictions of why things happen in the world//")(([[http://books.google.com/books?hl=en&lr=&id=kPB-_L4JcOoC&oi=fnd&pg=PA1&dq=Merrill,+M.D.+%281994%29.+Instructional+Design+Theory.+Englewood+Cliffs,+NJ:+Educational++Technology+Publication.+&ots=kCYq7mNHW2&sig=t_3TvHaY0oP0MXL4ab2E5cYRQTU#v=onepage&q&f=false|Merrill, M. David. The Descriptive Component Display Theory. In Merrill, M. David, and David Twitchell. Instructional design theory, p. 112. Educational Technology, 1994.]])), | + | * **principles** ("//or predictions of why things happen in the world//"), |
| - | and three different **categories of desired performance**: | + | and three different **categories of desired performance**(([[http://books.google.com/books?hl=en&lr=&id=kPB-_L4JcOoC&oi=fnd&pg=PA1&dq=Merrill,+M.D.+%281994%29.+Instructional+Design+Theory.+Englewood+Cliffs,+NJ:+Educational++Technology+Publication.+&ots=kCYq7mNHW2&sig=t_3TvHaY0oP0MXL4ab2E5cYRQTU#v=onepage&q&f=false|Merrill, M. David. The Descriptive Component Display Theory. In Merrill, M. David, and David Twitchell. Instructional design theory, p. 111. Educational Technology, 1994.]])): |
| * **remember** ("//search memory in order to reproduce or recognize some item of information previously known//"), | * **remember** ("//search memory in order to reproduce or recognize some item of information previously known//"), | ||
| Line 21: | Line 25: | ||
| * instance ("//specific illustration of an object, symbol, event, process or procedure//") | * instance ("//specific illustration of an object, symbol, event, process or procedure//") | ||
| * **use** ("apply a generality to a specific case"), and | * **use** ("apply a generality to a specific case"), and | ||
| - | * **find** ("derive or invent a new abstraction")(([[http://books.google.com/books?hl=en&lr=&id=kPB-_L4JcOoC&oi=fnd&pg=PA1&dq=Merrill,+M.D.+%281994%29.+Instructional+Design+Theory.+Englewood+Cliffs,+NJ:+Educational++Technology+Publication.+&ots=kCYq7mNHW2&sig=t_3TvHaY0oP0MXL4ab2E5cYRQTU#v=onepage&q&f=false|Merrill, M. David. The Descriptive Component Display Theory. In Merrill, M. David, and David Twitchell. Instructional design theory, p. 111. Educational Technology, 1994.]])). | + | * **find** ("derive or invent a new abstraction"). |
| The performance-content matrix is used to **identify learning objectives**. Each of the matrix fields presents one possible arrangement of learning content and target performance. For example, objective to teach a student to memorize facts and dates referring to First World War refers to the remember instance/facts field in the matrix, and objective to teach a student to identify humanist ideas in paintings of renaissance artists refers to the find/concept field. | The performance-content matrix is used to **identify learning objectives**. Each of the matrix fields presents one possible arrangement of learning content and target performance. For example, objective to teach a student to memorize facts and dates referring to First World War refers to the remember instance/facts field in the matrix, and objective to teach a student to identify humanist ideas in paintings of renaissance artists refers to the find/concept field. | ||
| Line 36: | Line 40: | ||
| - by observing, specifying and sorting attributes (column 4), | - by observing, specifying and sorting attributes (column 4), | ||
| - with no time limits, but high correlation when others use concept (column 5), | - with no time limits, but high correlation when others use concept (column 5), | ||
| - | - which will be shown by -. | + | - which will be shown by - (column 6). |
| {{:images:white.jpg?10x1|}} | {{:images:white.jpg?10x1|}} | ||
| Line 62: | Line 66: | ||
| * An instructional designer must build **every presentation from fundamental components**. | * An instructional designer must build **every presentation from fundamental components**. | ||
| - | Other criticisms include lack of empirical evidence on connections between internal processes and external events, too little explanations on internal processes, and lack of category for complex learning of problem-solving(([[http://books.google.hr/books?id=NR4zexzw8wIC&pg=PA391&lpg=PA391&dq=Reigeluth+simplifying+conditions+method&source=bl&ots=jLEH-YKcNZ&sig=Dq6xOuGUFSJmjvKrAL5KSwqnUAY&hl=hr&ei=euJ9Te3aMM_HswaIy-DdBw&sa=X&oi=book_result&ct=result&resnum=2&ved=0CCEQ6AEwAQ#v=onepage&q=Reigeluth%20simplifying%20conditions%20method&f=false|Spector, J. Michael. Handbook of research on educational communications and technology. Taylor & Francis, 2008.]])). | + | Other criticisms include lack of empirical evidence on connections between internal processes and external events, too little explanations on internal processes, and lack of category for complex learning of problem-solving(([[http://books.google.hr/books?id=NR4zexzw8wIC&pg=PA391&lpg=PA391&dq=Reigeluth+simplifying+conditions+method&source=bl&ots=jLEH-YKcNZ&sig=Dq6xOuGUFSJmjvKrAL5KSwqnUAY&hl=hr&ei=euJ9Te3aMM_HswaIy-DdBw&sa=X&oi=book_result&ct=result&resnum=2&ved=0CCEQ6AEwAQ#v=onepage&q=Reigeluth%20simplifying%20conditions%20method&f=false|Spector, J. Michael. Handbook of research on educational communications and technology. Taylor & Francis, 2008.]])). In the late 1980s Merrill introduced his reconsiderations of the componend display theory named //**[[instructional_design:component design theory]]**//. |
| ===== Keywords and most important names ===== | ===== Keywords and most important names ===== | ||
instructional_design/component_display_theory.1300096262.txt.gz · Last modified: 2023/06/19 17:49 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
