First principles of instruction
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Definition
- First principles of instruction is a attempt by M. David Merrill to identify fundamental invariant principles of good instructional design, regardless pedagogic strategy. It can be used both as an instructional design model and as evaluation grid to judge the quality of a pedagogical design
- First principles of instruction is the title of a frequently cited on-line paper in several versions, e.g.
- Merrill, M. D. (2002)., First principles of instructions, Educational Technology Research and Development, 50(3), 43-59.
- Merrill, M. D. (in press). First Principles of instruction, in C. M. Reigeluth and A. Carr (Eds.). Instructional Design Theories and Models III. Lawrence Erlbaum Associates Publishers.
The model
His first and central principle of instruction is task-centered learning. Task centered learning is not problem-based learning, although it shares some features.
- A task is a problem that represents a problem that may be encountered in a real-world situation. Learning objectives or samples of the types of problems learners will be able to solve at the end of the learning sequence may also substitute for a problem. A progression through problems of increasing difficulty are used to scaffold the learning process into manageable tiers of difficulty.
Does the courseware relate to real world problems?
- ... show learners the task or the problem they will be able to do/solve ?
- are students engaged at problem or task level not just operation or action levels?
- ... involve a progression of problems rather than a single problem?
This progressive teaching approach is also related to Merriënboer's 4C/ID model.
integration activation
problem
application demonstration
Here is a summary of the difference components
- Activation of relevant previous experience promotes learning by allowing them to build upon what they already know and giving the instructor information on how to best direct learners. Providing an experience when learners previous experience is inadequate or lacking to create mental models upon which the new learning can build. Activities that stimulate useful mental models that are analoguous in structure to the content being taught can also help learners build appropriate schemas to incorporate the new content.
Does the courseware activate prior knowledge or experience?- do learners have to recall, relate, describe, or apply knowledge from past experience (as a foundation for new knowledge) ?
- does the same apply to the present courseware ?
- is there an opportunity to demonstrate previously acquired knowledge or skill ?
- Demonstration through simulations, visualizations, modelling, etc. that exemplify what is being taught are favoured. Demonstration includes guiding learners through different representations of the same phenomena through extensive use of a media, pointing out variations and providing key information.
Does the courseware demonstrate what is to be learned ?- Are examples consistent with the content being taught? E.g. examples and non-examples for concepts, demonstrations for procedures, visualizations for processes, modeling for behavior?
- Are learner guidance techniques employed? (1) Learners are directed to relevant information?, (2) Multiple representations are used for the demonstrations?, (3) Multiple demonstrations are explicitly compared?
- Is media relevant to the content and used to enhance learning?
- Application requires that learners use their knew knowledge in a problem-solving task, using multiple yet distinctive types of practice Merrill categorizes as information-about, parts-of, kinds-of, and how-to practice that should be used depending upon the kind of skill and knowledge identified. The application phase should be accompanied by feedback and guidance that is gradually withdrawn as the learners' capacities increase and performance improves.
Can learners practice and apply acquired knowledge or skill?- Are the application (practice) and the post test consistent with the stated or implied objectives? (1) Information-about practice requires learners to recall or recognize information. (2) Parts-of practice requires the learners to locate, name, and/or describe each part. (3) Kinds-of practice requires learners to identify new examples of each kind. (4) How-to practice requires learners to do the procedure. (5) What-happens practice requires learners to predict a consequence of a process given conditions, or to find faulted conditions given an unexpected consequence.
- Does the courseware require learners to use new knowledge or skill to solve a varied sequence of problems and do learners receive corrective feedback on their performance?
- In most application or practice activities, are learners able to access context sensitive help or guidance when having difficulty with the instructional materials? Is this coaching gradually diminished as the instruction progresses?
- Integration in effective instruction occurs when learners are given the opportunity to demostrate, adapt, modify and transform new knowledge to suit the needs of new contexts and situations. Reflection through discussion and sharing is important to making new knowledge part of a learner's personal store and giving the learner a sense of progress. Collaborative work and a community of learners can provide a context for this stage.
Are learners encouraged to integrate (transfer) the new knowledge or skill into their everyday life?- Is there an opportunity to publicly demonstrate their new knowledge or skill?
- Is there an opportunity to reflect-on, discuss, and defend new knowledge or skill?
- Is there an opportunity to create, invent, or explore new and personal ways to use new knowledge or skill?
References
- Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59. PDF Preprint
- Merrill, M. D. (in press). First Principles of instruction, in C. M. Reigeluth and A. Carr (Eds.). Instructional Design Theories and Models III. Lawrence Erlbaum Associates Publishers. PDF Preprint