First principles of Instruction (Merrill)

In his frequently cited paper First Principles of Instruction M. David Merrill attempts “to identify fundamental invariant principles of good instructional design,” regardless of the instructional design technique. First principles can be used as an instructional design model or “as an evaluation grid to judge the quality of a pedagogical design” (EduTech Wiki, 2007)

 

Merrill suggests that instructional design techniques are most effective when they facilitate learning by creating a learning environment that is problem-based and involve the students in these four phases of learning

     1. Activation of prior experience

     2. Demonstration of skills

     3. Application of skills

     4. Integration of these skills into real-world activities I

 

In his paper Merrill uses this diagram to illustrate these phases. (Merrill 2002)

 

The problem is the central principle and should represent a problem or task that learners will encounter in the context that the skill will be used, the real world. If a real world problem is not feasible for some reason, a learning objective that learners will be able to solve at the end of the instruction can be used, but ideally the problem should be real-world to be most effective.

 

Merrill sums this all up in the following five principles of instructional design: (Merrill 2002)

     • Learning is facilitated when learners are engaged in solving real-world problems.

     • Learning is facilitated when existing knowledge is activated as a foundation for new knowledge.

     • Learning is facilitated when new knowledge is demonstrated to the learner.

     • Learning is facilitated when new knowledge is applied by the learner

     • Learning is facilitated when new knowledge is integrated into the learner's world.

 

“A principle is a relationship that is always true under appropriate conditions regardless of program or practice.”(Merrill 2002) Since these principles are independent they can be applied and implemented in a variety of instructional design techniques. Merrill suggests that the extent to which they are addressed or not addressed in the design of instruction will determine the effectiveness of the instruction.

 

The hypotheses of Merrill’s First Principles of Instruction are: (Merrill 2002)

     1. Learning from a given instructional program will be facilitated in direct proportion to the implementation of first principles of instruction.

     2. Learning from a given instructional program will be facilitated in direct proportion to the degree that first principles of instruction are explicitly implemented rather than haphazardly implemented.

 

 

EduTech Wiki, (2007, 6, 4). First principles of instruction. Retrieved October 10, 2008, from http://edutechwiki.unige.ch/en/First_principles_of_instruction

 

Merrill, M. D. (2002). "First principles of instruction." Educational Technology Research and Development 50(3): 43-59.

 

 

 

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http://id2.usu.edu/Papers/5FirstPrinciples.PDF

http://edutechwiki.unige.ch/en/First_principles_of_instruction

http://cito.byuh.edu/merrill/text/papers/First_Principles_of_Instruction.pdf