The Definitive Guide To Merrill's Principles Of Instruction
M. David Merrill, a noted educational researcher and teacher, founded Merrill's Principles of Instruction, which consisted of five core principles centered on task-based learning. He suggests that truly effective learning experiences are rooted in problem-solving. Online learners must actively engage with the eLearning content in order to fully grasp the information and apply it in the real world. It involves a multi-phase process of activation, demonstration, integration, and other essential components.
Here are 5 tips to use Merrill's Principles of Instruction in your eLearning course design. Each covers a different aspect of this practical Instructional Design approach.
1. Demonstrate
The first of Merrill's Principles of Instruction is demonstration. Online learners can absorb the information more effectively when seeing a prime example. For example, a visual demo of the task outlines each step and explores associated behaviors and skills. To apply the demonstration principle in your eLearning course design, consider adding eLearning videos, online training tutorials, or image-rich eLearning infographics showcasing the core ideas. Your online learners must be able to see the concepts in action to fully understand the subject matter. Demonstrations also allow them to identify areas of improvement. For instance, they may need to develop skills to improve task proficiency.
2. Apply
Online learners must apply the information and skills they've learned to benefit from the eLearning course. Based on Merrill's Principles of Instruction, this comes in the form of interactive problem-solving and task performance. For example, online learners are encouraged to carry out each step of the task on their own. This approach gives them the ability to see the challenges and obstacles firsthand. Then, they will have all of the new knowledge and experience they need to solve problems in the real world. In eLearning, this may involve branching scenarios or online group collaboration projects that are problem-centered. Such as solving a case study mystery, or using their skills to resolve conflicts.
3. Activate
Acquiring the information isn't enough. Online learners must also be able to link it to preexisting knowledge and mental schemata. In other words, to build on their current knowledge base, which is also known as "scaffolding," they must also include past experiences related to the subject matter they are exploring. Everything they've learned enhances the meaning and relevancy of new ideas or concepts. For example, the skills and information they absorbed in a previous course help them successfully complete a task. There are various ways to incorporate this principle into your eLearning course design, such as adding real-world examples, simulations, and stories that blend the old with the new.
4. Integrate
The integration principle pertains to meaning and context. Online learners must have the chance to integrate their newfound skills or new knowledge into their daily lives. This approach may also involve the manipulation of new knowledge. For instance, applying the information in new or innovative ways to achieve their goals and objectives. Integration also helps improve their motivation, as online learners have the power to see how their online training leads to real-world benefits.
5. Engage
As the star principle, it involves task-centric learning that encourages online learners to engage with the eLearning content. They must apply everything they've learned to solve the problem and connect it to real-world applications. Online learners can explore all facets of the problem and then brainstorm possible solutions. They can do this in a myriad of ways. From working in online groups, seeing things from different perspectives, and participating in interactive scenarios autonomously.
The key is to engage and motivate online learners to play an active role in the learning process, rather than passively receiving information. The principle of engagement also stipulates that the difficulty level must align with learners' needs and past experiences. For instance, beginners may need to start with the basics and gradually build their new knowledge. At the same time, more experienced online learners can skip ahead to advanced aspects of the task or problem, such as exploring related skills or new knowledge to devise alternative solutions.
Applying Merrill's Principles Of Instruction In eLearning
A crucial element that one should never overlook is timely eLearning feedback. Online learners should be able to identify areas of improvement in problem-solving in real-world environments more effectively. Thus, online instructors and facilitators must provide constructive criticism, highlight skills or information that require further attention, and recommend supplemental online training materials to broaden their understanding. For example, ask online learners to participate in eLearning scenarios or simulations. Then, instructors offer immediate eLearning feedback based on their performance. These interventions allow them to improve their performance behaviors to avoid the same mistakes in the future.
Hands-On Examples Of Merrill's First Principles Of Instruction
According to Merrill's First Principles of Instruction, effective learning depends on real-world problem solving, activation of past knowledge, demonstration, application, and integration. These ideas elevate training above theoretical abstractions by making new knowledge memorable and actionable. Let's review practical examples of how each concept might apply in various learning contexts, such as online learning, higher education, and corporate training for solving real-world problems.
1. Problem-Centered Learning In Action
Consider a customer care representative's onboarding program for new hires. The training starts with a customer complaint scenario rather than a list of business policies. Learners must use their instincts and any prior information to determine how to react. The facilitator then presents the company's service guidelines as instruments for resolving the issue. This approach demonstrates to the learner why the information is essential and how it pertains to day-to-day work, thus shifting their attention from memorizing rules to addressing real-world problems.
In higher education, a nursing program may begin a lesson with a patient case study. Before being given thorough medical procedure instructions, learners evaluate symptoms and suggest treatments. When learning focuses on the problem, learners perceive a direct connection and become more motivated.
2. Activation Of Prior Knowledge
Before beginning a lesson on advanced project management approaches, learners must reflect on a previous project that didn't work out. They may discuss their difficulties, such as scope, imprecise communication, or missed deadlines. This exercise stimulates preexisting mental models, which enables learners to relate novel tactics (such as risk matrices or agile frameworks) to individual experiences.
Learning a language provides another example. Asking learners to correctly recollect phrases they found difficult to create in everyday discussions could be the first step for an advanced grammar instructor. Instead of considering grammar as a stand-alone theory, reviewing those earlier difficulties prepares the brain to learn new rules and connect them to real-world events.
3. Demonstration With Real-World Models
Showing slides is only one aspect of demonstration; another is simulating ideas in action. For instance, in a technical training course for electricians, the instructor may use a live demonstration to exhibit proper and improper wiring techniques to illustrate safe wiring practices. Learners can better visualize the appropriate behaviors when they watch the process in real time instead of reading about it.
Interactive video scenarios could act as demonstrations in eLearning. A leadership training package should use videos of managers conducting performance evaluations with detailed comments highlighting excellent body language and communication practices. Learners witness strategies in action rather than just reading about them.
4. Application Through Practice
Practice solidifies learning. For example, sales trainees may role-play a negotiation with a colleague following a demonstration of negotiation strategies. They must use active listening, questioning strategies, and objection handling while getting immediate feedback. This safe practice setting lowers the chance of failure while simulating real-world difficulties.
You might also find opportunities for applications on digital channels. Learners could participate in simulated phishing exercises as part of cybersecurity awareness training. By honing their ability to spot shady emails, they improve their capacity to apply knowledge in practical settings.
5. Integration Into Daily Life
Integration is the last phase, which guarantees that learners apply their newly acquired abilities outside the training environment. Employees who learn stress-reduction strategies may be required to maintain a reflection journal for the following month as part of a corporate wellness program. They record instances in which they used time management or breathing techniques and subsequently communicate their achievements and difficulties to their peers.
Teacher training is another instance of integration. After learning about differentiated education, teachers may develop lesson plans that implement it directly in their classrooms. Peer sharing of results creates a culture of continual improvement and reinforces learning.
Distinction Between Merrill's Principles Of Instruction And Problem-Based Learning
Though Merrill's Principles Of Instruction do share some similarities with other problem-based approaches, there is a key distinction. Merrill's Principles of Instruction include more demonstrations and support in order to gradually build knowledge and experience. For example, online learners are able to receive the help and feedback they need until they develop their skills and expand their knowledge base sufficiently.
It's important to note that the term "problem" has a variety of meanings, depending on who you ask. In fact, Merrill suggests that it encompasses a diverse range of activities and applications. However, it must be a complete task that involves the "big picture", rather than individual steps or ideas related to the problem. Furthermore, the task must center on a real-world challenge or situation in order to be truly meaningful and effective.
Are you familiar with other Merrill's Instructional Design theories? Read the article Instructional Design Models and Theories: The Component Display Theory to learn about its basic principles and how they can be applied to Instructional Design for eLearning.
