User Tools

Site Tools


instructional_design:component_display_theory

Differences

This shows you the differences between two versions of the page.

Link to this comparison view

Both sides previous revision Previous revision
Next revision
Previous revision
instructional_design:component_display_theory [2011/04/06 14:01]
jpetrovic [Criticisms]
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|}}
instructional_design/component_display_theory.1302091311.txt.gz · Last modified: 2023/06/19 17:49 (external edit)