QIM 501- INSTRUCTIONAL DESIGN AND DELIVERY

Prepared by: Ong Mei Yean (P-QM0023/10)

Lecturer: Dr. Balakrishnan Muniandy

EPISTEMOLOGY/KNOWLEDGE-BASED THEORIES OF

INSTRUCTIONAL DESIGN

EPISTEMOLOGY

Theories of knowledge Study of knowledge and justified belief The branch of philosophy that studies the

nature of knowledge, its presuppositions and foundations, and its extent and validity

Example: Jean Piaget’s Genetic Epistemology, Subsumption Theory by Ausuble and Instructional Transaction Theory by Merrill

DR. M. DAVID MERRILL’S BACKGROUND

He received his Bachelor from Brigham Young University

Masters and Doctorate from the University of Illinois

Professor of Instructional Technology, Utah State University in Logan, Utah.

Instructional Effectiveness Consultant

ACADEMIC He is currently teaches online courses at Brigham

Young University Hawaii and University of Hawaii Author of numerous published articles, books and

papers His principle contributions:

TICCIT Authoring System 1970's, Component Display Theory and Elaboration Theory

1980's, Instructional Transaction Theory, Automated

instructional design and ID based on Knowledge Objects 1990's,

Recently First Principles of Instruction.  He is honored the AECT Life Time Achievement

Award

THE CONCEPTS AND PRINCIPLES Concepts:

1. CDT was not precise enough to allow computer implementation of expert system technology which will prescribe instruction

2. Instructional Transaction Theory (ITT) is an attempt to provide more precision to CDT thereby making automated instructional design a possibility

3. This increased precision also has value for instructional designers in that it provides a more precise way to describe knowledge representation, instructional strategies, and instructional design prescriptions.

Principles:1) Concern with what should be taught 2) What are the knowledge components

required for a given type of instruction 3) How should these knowledge components be

represented to facilitate instructional design.4) Identify what are the knowledge components

required for a given type of instruction, and develop instructional strategies of presentation, practice and learner guidance to represent knowledge components to facilitate instructional design (Merrill, 1999.)

INSTRUCTIONAL TRANSACTION

All of the learning interactions necessary for a student to acquire a particular kind of knowledge or skills" (Merril, 1999)

A mutual, dynamic, real-time give-and-take between an instructional system and a student in which there is an exchange of information.

A complete sequence of presentations and reactions for student to acquire a specific type of instructional goal.

INSTRUCTIONAL TRANSACTION THEORY(ITT)

It aims to develop instructional algorithms An attempt to identify the patterns of the

transactions and develop instructional algorithms to promote an appropriate instructional transactions

Different kinds of knowledge and skill will require different kinds of transactions

The necessary set of these instructional transaction are designed and programmed once, as conceptualized by a transaction shell

DIAGRAM OF TRANSACTION SHELL

Transaction shell

Authoring Environment

Knowledge Acquisition

System

Knowledge Base

Transaction Configuration

SystemDelivery Environment

TRANSACTION SHELL

Structure of a transaction identifying the interactions, parameters, and knowledge representation need for a given class of transaction.

There are 2 subsystems Authoring environment- users are

subject matter experts and instructors Delivery environment- users are

students

INSTRUCTIONAL TRANSACTION SHELL

INSTRUCTIONAL TRANSACTION SHELL

Instructional Parameter It controls the nature of the interactions with the learner It enables a given transaction shell to be customized for a

particular student population, learning environment, and learning task.

Knowledge base Contains representations of all the knowledge and skill

needed for the transactions Transaction Manager

A family of transactions Depending on the complexity of a given enterprise a

transaction family can be as simple as a single transaction or it may consist of a large number of transactions all working together to enable the learner to acquire the knowledge and skill associated with the enterprise.

KNOWLEDGE OBJECT knowledge objects are containers consisting

of compartments (slots) for different related elements of knowledge.

Merrill determine that the content of knowledge objects consists of: Name: one or more symbols or terms that

reference the knowledge Portrayal: one or more multimedia objects that

will show or represent the knowledge object Description: an open compartment into which an

author can place any desired information about the knowledge object.

Entities Properties Description Portrayal

Mark Mood Happy

Sad

Surprised

Angry

Boss Present Yes

No

KNOWLEDGE OBJECT Jones, Li, and Merrill (1990) identified four

types of knowledge objects:1) Entities: objects in the world, such as device,

persons, creatures, places and symbols2) Properties: quantitative or qualitative

attributes of entities3) Activities: actions that the learner can take to

act on objects in the world4) Processes: events that occur in the world that

change the values of properties of an entity A knowledge object may also have links to

other knowledge objects

KNOWLEDGE COMPONENTS AND THEIR RELATIONSHIPS IN CAUSAL NETWORK PROCESS KNOWLEDGE STRUCTURE

ENTITY

PROCESS

PROCESS

ACTIVITY

property

has

has

has

has part controller

acts on

triggers

triggers

changes

condition for

value

portrayal

GOALS1) Effective Instruction: ITT provides a more precise description of

the different kinds of instructional transactions required for different kinds of instructional outcomes (goals or objectives).

2) Efficient Instructional Development: ITT builds appropriate instructional transactions into instructional development tools will enable automating portions of the instructional-design process and will enable us to realize this efficiency.

3) Instructional Learning Environments: ITT represents knowledge as knowledge objects, which enables the building of a general-purpose simulation engine. This makes possible a learning environment builder that enables the efficient development of these more effective instructional interactions.

4) Adaptive Instruction: The precise representation of knowledge in the form of knowledge objects and the representation of instructional transactions as algorithms for manipulating this knowledge makes possible instructional strategies that can be adapted to individual learners in real time as they interact with the instructional materials.

CONCLUSION

Instructional transaction is all of the learning interactions for a student to acquire a particular kind of knowledge or skill.

Instructional strategies represent various ways to show, or request the student to provide the elements of knowledge objects.

Hence, instructional strategy is an algorithm for processing the knowledge data of knowledge objects.

REFERENCES Merrill, M. D. (1999). Instructional design based on knowledge

objects. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory, Volume II, pp. 397-424. Mahwah, NJ: Lawrence Erlbaum Associates.

Merrill. M. D., Li, Z., & Jones, M. K. (1991). Instructional Transaction Theory. Educational Technology, 31 (6), 7-12.

Merrill, M. D., Jones, M. K., & Li, Z. (1992). Instructional Transaction Theory: Classes of Transactions. Educational Technology, 32(6), 12-26.

M. David Merrill, Zhongmin Li & Mark K. Jones (1991). Instructional Transaction Theory: An Introduction. Educational Technology. 31(6), 7-12. 

M. David Merrill, Zhongmin Li & Mark K. Jones (1992). Instructional Transaction Shells: Responsibilities, Methods, and Parameters. Educational Technology, 32(2), 5-27. 

M. David Merrill, Mark K. Jones, & Zhongmin Li (1992). Instructional Transaction Theory: Classes of Transactions. Educational Technology, 32(6), 12-26. 

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