instructional_design:component_display_theory
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instructional_design:component_display_theory [2011/08/23 10:34] jpetrovic [General] |
instructional_design:component_display_theory [2023/06/19 16:03] (current) |
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| ===== 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.}}]] | ||
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| * **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//"), | ||
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| * 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. | ||
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