David Merrill

Christian, Jordan, Patrick and Ryan

main ideas/models

Dave Merrill had evaluated hundreds of instructional products and came to the conclusion that most were “surprisingly ineffective” and failed to teach anything.

There was too much “glitz, glitter and game-like interaction” that was either irrelevant or too ineffective to instruction.  To overcome this he designed a 5 star rating system that went “Beneath the production quality” to determine if the product presented would really teach.

From Merrill’s paper:

“The rating system consists of five stare, one each for Problem, Activation, Demonstration, Application, and Integration.  Each star has three levels bronze; sliver, of gold depending on whether detailed criteria are met for each category. “

Those 5 stars, or questions, were the basis for what was to eventually become his First Principles of Instruction.

  1. Is the courseware presented in the context of real world problems?
    1. Show task that will be able to accomplish when complete course
    2. Engaged at the problem (not just action levels)
    3. Involve progression of problems
 
  1. Does the courseware attempt to activate relevant prior knowledge or experience?
    1. Encourage recall, relate, describe and apply prior knowledge
    2. Provide relevant experience
    3. Demonstration of previous knowledge
 
  1. Does the courseware demonstrate (show examples) of what is to be learned rather than merely tell information about what is to be learned?
    1. Demonstrations consistent with content
    2. Some techniques employed
    3. Media relevant to content
 
  1. Do learners have an opportunity to practice and apply their newly acquired knowledge or skill?
    1. Posttest consistent with objectives
    2. Solve sequence of problems and Gain corrective feedback
    3. Get help when having difficulty with materials
 
  1. Does the courseware provide techniques that encourage learners to integrate (transfer) the new knowledge or skill into their everyday life?
    1. Publicly demonstrate new knowledge or skill
    2. Reflect, discuss, defend new knowledge or skill
    3. Create, invent, explore new knowledge or skill
 

First Principles of Instruction

Task-centered principle

  • Learning is promoted when instruction is in the context of whole real-world tasks.
  • Learning is promoted when learners are engaged in a task-centered instructional strategy involving a progression of whole real-world tasks.

Activation principle

  • Learning is promoted when learners activate relevant cognitive structures by being directed to recall, describe or demonstrate relevant prior knowledge or experience.
  • Activation is enhanced when learners recall or acquire a structure for organizing the new knowledge, when this structure is the basis for guidance during demonstration, is the basis for coaching during application, and is a basis for reflection during integration.

Demonstration principle

 

  • Learning is promoted when learners observe a demonstration of the skills to be learned that is consistent with the type of content being taught.
  • Demonstrations are enhanced when learners are guided to relate general information or an organizing structure to specific instances.
  • Demonstrations are enhanced when learners observe media that is relevant to the content and appropriately used.

Application principle
 

  • Learning is promoted when learners engage in application of their newly acquired knowledge or skill that is consistent with the type of content being taught.
  • Application is effective only when learners receive intrinsic or corrective feedback.
  • Application is enhanced when learners are coached and when this coaching is gradually withdrawn for each subsequent task.
  • Application is enhanced when learners observe media that is appropriately used.

Integration principle

  • Learning is promoted when learners integrate their new knowledge into their everyday life by being directed to reflect-on, discuss, or defend their new knowledge or skill.
  • Integration is enhanced when learners create, invent, or explore personal ways to use their new knowledge or skill.
  • Integration is enhanced when learners publicly demonstrate their new knowledge or skill.
     

work/experience

Education:

  • B.A., BrighamYoung University 1961
  • M.A., University of Illinois 1964
  • Ph.D., University of Illinois 1964

Professional Experience:

  • George Peabody College for Teachers, 1964 -1966
  • Brigham Young University, 1966-1967, 1968-1979
  • Courseware, Inc. (Vice Pres, Director), 1972 -1980
  • University of Southern California, 1979 -1988
  • Microteacher, Inc. (President), 1981-1985
  • Utah State University, 1987-Present

Other Teaching Assignments:

  • Bucknell University, Summer 1970
  • Univ. of Indonesia, TKPK, Summers 1980, 82
  • University of Maine, Summer 1975
  • Twente Univ., The Netherlands, Summer 1988
  • Anchorage Alaska, March 1980
  • Twente Univ., The Netherlands, Spring 1999

Administrative Experience:

  • Founder and director of the Instructional Science Department at Brigham Young University.
  • Founder and director of the Division of Instructional Research, Development and Evaluation at Brigham Young University.
  • A founder, director and Vice President for Research, Courseware Inc., San Diego, California (From 1972 until 1980). Anderson Consulting- Courseware Inc. is still a major instructional development firm.
  • Founder, director and President of Microteacher, Inc., San Diego, California (From 1981 until 1985). This company developed educational courseware for schools. The firm is no longer active.
  • Founder, member. and General Manager of River Park Instructional Technologies L.L.C., Logan, Utah (1996-1997).
  • Director, ID2 Research Group, Utah State University, Logan, Utah (1987 -1998)

Books

  • Instructional Design Theory (1994)
  • Extended Task Analysis Prodedure: User's Manual (1984)
  • Wirting Complete Affective Objectives: a Short Course: A Short Course (1972)
  • Extended Task Analysis Procedure (ETAP): User's Manual (1984)
  • Hanbook of Reserach on Educational Communications and Technology (2007)
  • Teaching Concepts: An Instructional Design Guide (1992)
  • Robert M. Gagne and M. David Merrill--In Conversation (1991)
  • 5 others

What is he doing now

David Merrill loves to work and play with his ho-scale trains.  While living in Logan he had a  two rooms in his basement that he had numerous trains and landscape set up with and loved to show people. 
He is currently working at BYU Hawaii.
A short time back He and Gagne spent 2 days discussing the definitions of IT and Sl and soon agreed to disagree.
See the fun flash site!!!
Groups:

Disclaimer

Any opinions expressed here, except as specifically noted, are those of the individual authors or commenters and do not necessarily represent the views or policies of the Department of Instructional Technology and Learning Sciences, the Emma Eccles Jones College of Education and Human Services, or Utah State University.