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- | ====== Component Display Theory ====== | ||
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- | ===== General ===== | ||
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- | 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. | ||
- | ===== What is component display theory? ===== | ||
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- | 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**: | ||
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- | [[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.}}]] | ||
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- | * **facts** ("//arbitrarily associated pieces of information//") | ||
- | * **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 | ||
- | * **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.]])), | ||
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- | and three different **categories of desired performance**: | ||
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- | * **remember** ("//search memory in order to reproduce or recognize some item of information previously known//"), | ||
- | * generality ("//a statement of a definition, principle or the steps in a procedure//") | ||
- | * instance ("//specific illustration of an object, symbol, event, process or procedure//") | ||
- | * **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.]])). | ||
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- | 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. | ||
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- | Each so defined learning **objective** is further **characterized by** three components: **conditions, behavior and criterion**. Merrill constructed tables addressing these components for each of the mentioned matrix fields (Still in the mentioned tables he did not distinguish between two types of //remembering// mentioned above). An example row from the table(([[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.]])) looks like this: | ||
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- | [[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:component_row.jpg?567x150 |Specification of objectives for performance-content matrix. Image borrowed from: Merrill, M. David. The Descriptive Component Display Theory. In Merrill, M. David, and David Twitchell. Instructional design theory, p. 111. Educational Technology, 1994. Click on the picture to follow the link.}}]] | ||
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- | An example of interpretation is following: | ||
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- | - (Under conditions when/If) given pictures/drawings (column 1) | ||
- | - of/referring to unspecified categories (column 2), | ||
- | - student will (behave to) invent categories (column 3) | ||
- | - by observing, specifying and sorting attributes (column 4), | ||
- | - with no time limits, but high correlation when others use concept (column 5), | ||
- | - which will be shown by -. | ||
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- | {{:images:white.jpg?10x1|}} | ||
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- | Now when the learning objective is fully defined, a learning presentation should be designed. According to Merrill, all cognitive matter can and should be presented as a sequence of discrete presentations composed out of primary and secondary presentation forms. **Primary presentation forms** are: | ||
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- | [[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:primary_presentation_forms.jpg|Primary Presentation Forms. 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.}}]] | ||
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- | * expository((The term //expository// can here roughly be explained as //talk//, //present//, or //show//.)) presentation of a generality (**rules**, //EG//) | ||
- | * expository presentation of instances (**examples**, //Eeg//) | ||
- | * inquisitory((The term //inquisitory// can here roughly be explained as //question//, //ask//, or //require practice//.)) generalities (**recall**, //IG//) | ||
- | * inquisitory instances (**practice**, //Leg//) | ||
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- | Merrill's **secondary presentation forms**, added in order to enhance learning, facilitate information processing and add context, include **prerequisites objectives**, **helps**, **mnemonics** and **feedback**. | ||
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- | A successful instructional design should **include both primary and secondary presentation forms**. Fundamental elements of all four types of primary presentation forms based on the content type which should be learned are suggested by Merrill((See: [[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. 123. Educational Technology, 1994.]])). He also describes them in more details and recommends them on practical examples of a simple computer application for learning. While doing that, he keeps in mind that "//one of the primary functions of instruction is to promote and guide active mental processing on the part of the student//" and that the learner should also be provided with a number of examples he wants. | ||
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- | ===== Criticisms ===== | ||
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- | A number of limitations of component display theory were described by Merrill himself(([[http://id2.usu.edu/Papers/ID1&ID2.PDF|Merrill, M. David, Zhongmin Li, & Jones, Mark K. Second generation instructional design (ID2). Educational Technology0: p7-14. 1990.]])): | ||
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- | * Content analysis **focuses on components, rather than integrated wholes**. Each phase of instructional development is performed independently of other phases. | ||
- | * It does not really address the **issues of knowledge acquisition**. | ||
- | * The resulting instruction often** remains passive** and teaches components but not integrated knowledge and skills. | ||
- | * An instructional designer must build every presentation from fundamental components. | ||
- | ===== Keywords and most important names ===== | ||
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- | ===== Bibliography ===== | ||
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- | [[http://im404504.wikidot.com/cognitive-apprenticeship-component-display-theory|Learning and ID: Cognitive Apprenticeship and Component Display Theory. Learning and Instructional Design Wiki.]] Retrieved: 10. March 2011. | ||
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- | [[http://www.personal.psu.edu/wxh139/CDT.htm|Ho, Wenyi. Merrill's Component Display Theory (CDT). Penn State University.]] Retrieved: 10. March 2011. | ||
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- | [[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. Educational Technology, 1994.]] | ||
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- | [[https://sites.google.com/site/elearningsnippets/a-wiki-page/component-display-theory|“Component display theory - eLearning snippets.”.]] | ||
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- | ===== Read more ===== | ||
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- | [[http://www.isbnlib.com/preview/0898592755/Instructional-design-Theories-and-Models-An-overview-of-their-current-status|Reigeluth, Charles M. Instructional-Design Theories and models: An Overview of their Current Status. Lawrence Erlbaum Associates, Publishers, Hillsdale, New Jersey London, 1983.]] | ||
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