Component Display Theory Developing Instructional Strategies

1. Component Display TheoryDeveloping Instructional Strategies Instructional Design, EDTEC 544 San Diego State University

2. On The Horizon…. • Classification of knowledge and learning outcomes • Declarative vs. Procedural knowledge • Automaticity • Novice and Expert Performance • Bloom’s Taxonomy of Learning Outcomes • Gagne’s Taxonomy & Conditions of Learning Theory • Metacognition • Merrill’s Component Display Theory • The content-performance matrix • Cognitive task analysis: knowledge mapping

3. Conditions of Learning • Learning can be classified into categories or domains • Verbal Information • Attitudes • Intellectual Skills • Motor Skills • Cognitive Strategies • For the various types of outcomes to occur, we must establish different sets of conditions • The acquisition of these outcomes requires different internal (cognitive activity for learning) and external conditions of learning (external instructional events)

4. Conditions-based Perspective • The influence of the conditions-based perspective can be found in task analysis, strategy development, and evaluation procedures of conditions-based instructional design models. Examples of conditions-based instructional design models: Gagne (1985): The Conditions of Learning, 4th edition; Gagne, Briggs, and Wager (1988): Principles of Instructional Design;Merrill (1983) Component Display Theory; Reigeluth (1979) Elaboration Theory;Merrill, Li, & Jones (1990) ID2, Transactional theory

5. Development of instructional strategies • According to conditions-based models, when designing instructional strategies, instructional designers must • determine the goals of the instruction, • categorize these goals as to outcome category, and • select strategies that have been suggested as being effective for this category of learning outcome.

6. Assumptions of conditions-based models • Learning outcomes can be represented in a predictable prerequisite relationship • Acquisition of different outcome categories require different internal processes • Different internal processes are supported by different instructional processes

7. Merrill: Component Display Theory (CDT) • CDT is an extension of Gagne’s theory. • CDT is founded on the same assumptions as Gagne’s work • Conditions-based theory of instructional design: he prescribed instructional conditions based on types of learning outcomes desired.

8. Merrill’s Component Display Theory (CDT) • Component Display Theory (CDT) classifies learning along two dimensions: • content (facts, concepts, procedures, and principles) and • performance (remember, use, find). • The theory specifies four primary presentation forms: • Rules, examples, recall and practice. • Secondary presentation forms include: prerequisites, objectives, helps, mnemonics, and feedback.

9. Merrill’s Component Display Theory • http://tip.psychology.org/index.html

10. Content-Performance Matrix Use/Apply Remember

11. Instructional Conditions • Merrill does not address the internal processes that accompany the acquisition of each of these categories of learning types. • External conditions: Presentation forms • Merrill described instructional conditions as “presentation forms” and classified these forms as primary and secondary presentation forms.

12. Primary Presentation Forms • Primary presentation forms provide the basic building blocks for the instructional strategies • They have two dimensions: • content (generality or instance) • approach (expository or inquisitory)

13. PrimaryPresentation Forms EG Expository Generality IG Iquisitory Generality Eeg Expository Instance Ieg Inquisitory Instance EF Expository Fact IF Inquisitory Fact

14. Instructional Sequences • Two instructional sequences in CD:  • Expositional and Inquisitory • During an expositional instructional sequence the instructor presentsinformation to the students • During an inquisitory instructional sequence the instructor asks students about the information

15. Primary presentation forms (Cont.) • Expository Generality (EG) - present the main idea • Inquisitory Generality (IG) - ask them about the main idea • Expository instance (Eeg) - present an example of the main idea • Inquisitory instance (Ieg) - ask them about an example • Expository Fact (EF) - present a fact • Inquisitory Fact (IF) ask them about a fact

16. Primary Types of Information & Presentation Forms

17. Secondary presentation forms • SPF are types of elaborations that may extend the primary presentations: • provide supportive information that helps learners to interpret and understand information in the PPFs.  These components: • explain terms or components in the generality • relate generalities to specific examples • provide analogies • provide alternative representations of examples or generalities (such as diagrams) • supply a context for examples or generalities • provide correct answer or detected answer feedback to learners about their responses

18. Secondary Presentation Forms EGp Expository Generality prerequisites Review or explain terms or components in the generality. EGh Expository Generality help Relate the generality to a specific example or nonexample. EGr Expository Generality representation Present an alternative representation for the generality (such as a paraphrase or diagram). EGan Expository analogy Present an analogy that likens the relationships in the EG to a similar situation already understood by learner. Eegc Expository instance, context Provide a context for a specific example or set of examples. FBca FeedBack, correct answer Provide the correct answer to a problem or question. FBda FeedBack, detected answer Provide information to the learner about the adequacy of his/her specific response. Iegh Inquisitory instance help Provide help that relates the inquisitory instance to the Expository Generality.

19. Tertiary Presentation Forms • Tertiary Presentation Forms provide additional information or guidance not directly related to Primary and Secondary Presentation Forms.

20. Tertiary Presentation Forms mo motivator Provoke curiosity, appeal to self-interest, use affective stimuli such as music, humor action, special effects. out outcome statement Inform learner (in general terms) about what he/she will learn. di directions Give learner directions on how to operate instructional system:  turn page, see answer, see instructor, etc. mn mnemonic device Use jingles, slogans, acronyms, etc. to help learner to remember key information. ls learning strategy Suggest ways for learner to process information, e.g., visualizing, imagining, rehearsing, thinking of examples. ntk nice to know Interesting content which is unrelated to instructional objectives.

21. Example 1 • The Sandwich Crème Cookie • http://coe.sdsu.edu/EDTEC544/Modules/9-CDT_DevelopingInstStrategies/r/reflect.htm

22. Example 2 • If we were designing a lesson according to the CDT, it would have the following minimum components: • Objective - (Remember or Apply) • Generality - Definition (attributes, relationships) • Instance - Examples (attributes present, representations) • Generality Practice - State definition • Instance Practice - Classify (attributes present) • Feedback - Correct generalities/instances • Elaborations - Helps, Prerequisites, Context

23. Comments • Building blocks type of guidelines • provide a good reference for instructional content ideas, and • a useful list as the system is being designed. • The training program is not be effective simply because it contains each type of information unit.