1. What Makes e 3 (engaging, effective, efficient) Instruction? M. David Merrill Keynote ED-MEDIA CONFERENCE Honolulu June 25, 2009 1

2. Table of Contents First Principles of Instruction Task Centered Strategy Entrepreneurship Why task-centered? Peer - interactive Technology-enhanced Ask me a question! Title page 2 Current Trends Pebble Model Traditional Sequence Biology 100 Identifying Component Skills References

3. Current trends 3 Problem-based Learning Communities of Learning On-line distributed learning Is there a middle ground? Tutorial direct instruction

4. How do we determine an effective strategy? 4 Surveyed current instructional design models Surveyed current instructional design models Identified agreed upon first principles of instruction Identified agreed upon first principles of instruction Surveyed research on instructional design strategies Surveyed research on instructional design strategies Conducted research to verify these design principles Conducted research to verify these design principles What did we find? What did we find?

5. First Principles of Instruction Activation DemonstrationApplication Integration Learning is promoted when learners activate relevant cognitive structures. Learning is promoted when learners observe a demonstration of the skills to be learned. Learning is promoted when learners apply their newly acquired knowledge and skill. Learning is promoted when learners integrate their new skills into their everyday life. Learning is promoted when learners do real-world tasks. Real-world Task Real-world Task more

6. Task-Centered Principle 6 Learning is promoted when instruction is in the context of whole real-world tasks. 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. Learning is promoted when learners are engaged in a task-centered instructional strategy involving a progression of whole real-world tasks.

7. Developing task-centered instruction Start task Identify whole task Identify task progression Analyze component skill Design instructional strategy Design instructional interface Develop instruction Mentor instruction A Pebble-in-the-pond instructional development model Evaluate instructional design nextReplay 7

8. Relative contribution to learning 8 Delivery Delivery –On-line –CD ROM Delivery Strategy Content Instructional Strategies Presentation Demonstration Practice Application Instructional Content Content Selection Content Sequence Content Structure Other

9. Traditional Curriculum Sequence Topic 1 Topic 2 Topic 3 Topic 4 PresentationPractice or TestFinal Project Start Animation next 9

10. Traditional Curriculum Example Topic 1 Topic 2 Topic 3 Topic 4 Start Animation The nature of entrepreneurship Business opportunities vs. business Ideas Determining business concept and resources Implement and manage the businessTopic 5 Develop a business plan and start your own business Entrepreneurship Acquiring the necessary resources

11. Task-Centered Instructional Strategy ABCDE Skill 1 Skill 2 Skill 3 Skill 5 Skill 4 Show a new whole task Teach component skills for new task Demonstrate application of component skills Student applies previously learned component skills to new task. StartNext Repeat apply, present, demonstrate cycle for subsequent tasks.

12. ABCDE Opportunity Idea Resources Start business Acquire res. Start Entrepreneurship Manage bus. Pig Farm Service Carpet Cleaning Retail Cell Phones Fiesta Restaurant Start your own business Task-Centered Strategy Example Present Example Teach component skills Demonstrate component skills Apply component skills Repeat Cycle for new businesses 12

13. Consistency 13 Learning is promoted when learners observe a demonstration of the skills to be learned that is consistent with the type of content being taught. Learning is promoted when learners observe a demonstration of the skills to be learned that is consistent with the type of content being taught. 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. 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.

14. Component Skills 5 types of skill 2 content modes Tell Associations Names Descriptions Definition Steps Sequence Ask Associations Names Descriptions Definition Steps Sequence Info-about Part-of Kind-of How-to Conditions Consequences What- happens 4 Instructional modes Show Location Examples Specific task Specific Scenario Do Find Location Classify Execute Predict Trouble shoot InformationPortrayal

15. Component Skills for a whole-task Desired Consequence Task 5. How-to: Procedure for creating or selecting each artifact.  artifact 2. Kinds-of: Specific document or activity resulting from each task. 3. Kinds-of: Defining properties for each artifact. Portrayal shown in yellow Information shown in white StartMore 4. Kinds-of: Ordering properties for each artifact. 6. How to: Example scenario for carrying out procedure. 1. How to: Series of tasks leading to desired consequence. 15

16. Entrepreneurship http://cito.byuh.edu/entrepreneur/main.swf Click on URL to go to this course on-line You can review the current version of the course at the following URL: 16

17. Task-Centered Instructional Strategy 17 ProductServiceRetail Restaurant Own 1. Identify opportunity 2. Define Idea 3. Identify resources 4. Acquire resources 5. Start Business 6. Manage Business Progression of Tasks Component Skills

18. Present first task 18

19. Teach component skills [1] 19

20. Teach component skills [2] 20

21. Demonstrate Component Skills 21

22. Present a new problem. 22

23. Have learners apply the information in a new scenario or problem. 23

24. Biology 100 Teach 6 areas: Process of Science Essentials of Chemistry Cellular Components Genetics Evolution Ecology Progression of 3 problems in each area: Demonstrate problem 1 Students do problem 2 – class discussion Collaborate and critique problem 3 24

25. A B E Observations Hypothesis Predictions Results Test Hypothesis Start Biology 100 – Scientific Method Fish Kill Woodpecker Nanobacteria Task-Centered Strategy Present Example Teach component skills Demonstrate component skills Apply component skills Repeat Cycle for new case study 25

26. Effective Peer-Interaction S1 Solution Problem S2 Solution S3 Solution Group Solution Revised Solution Individual Work Peer Collaboration Peer Critique Assign Problem – Problem 3 in each Biology sequence. Students work individually to solve the problem or do the task. Peer group collaborates on a consensus solution. Groups critique one another’s solutions. Group collaborates on a revised consensus solution. 26

27. Technology Enhanced resources Group Critique Group Collaboration Assign demo Link to problem description Link to component skill resources Link to worked example of problem Post date for individual solutions Post date for collaborative solution Post date for revised collaborative solution Collaboration discussion dates Group critique discussion dates 27

28. Why is a task-centered strategy more effective? 28 Motivation – learners are motivated when they see immediate application for the skills they are learning. Motivation – learners are motivated when they see immediate application for the skills they are learning. Context – application is enhanced when information is attached to mental models for solving problems or performing real-world tasks. Context – application is enhanced when information is attached to mental models for solving problems or performing real-world tasks. Applicability -- Our students need not only academic knowledge but real-world practical skills.

29. References 29 M. David Merrill (2007) A task-centered instructional strategy. Journal of Research on Technology in Education. 40(1), 33-50. M. David Merrill & Clark G. Gilbert (2008) Effective peer interaction in a problem-centered instructional strategy. Distance Education, 29(2), 199-207. M. David Merrill (2009) Finding e3 (effective, efficient, engaging) Instruction. Educational Technology 49 (3), 15-26.

30. Summary Learning promoted when students learn in context of real world tasks. A problem-centered strategy is more effective than a discovery strategy. Present a real world problem Teach the component skills via direct instruction Demonstrate the skills for the demonstration problem Present a second problem and have students apply skills Elaborate or present new skills for the second problem Present a third problem and have students apply skills Learning is promoted by student collaboration and critique. Online instruction enables a problem-centered with peer collaboration and critique and delivery at a distance. 30

31. 31

32. BYU Hawaii 32 Problem-centered Problem-centered Peer-interactive Peer-interactive Technology-enhanced Technology-enhanced English – moral dilemma English – moral dilemma Biology – synthesize DNA Biology – synthesize DNA Music History – style Music History – style Economics – purchase home Economics – purchase home Learning is promoted when instruction is in the context of real-world tasks. Application is enhanced by peer-collaboration and peer critique. Every course on-line for instruction both on campus and at a distance.