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 [2011/08/23 12:34]
jpetrovic [General]
instructional_design:component_display_theory [2012/01/12 11:42] (current)
Line 10: Line 10:
 ===== 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 17: 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 25: 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.
instructional_design/component_display_theory.txt ยท Last modified: 2012/01/12 11:42 (external edit)