Home PublicationsJRTEPast IssuesVolume 40 Number 1: Fall 2007

	Edited by Dr. Lynne Schrum, George Mason University
formerly Journal of Research on Computing in Education

Volume 40 Number 1 Fall 2007

A Task-Centered Instructional Strategy

M. David Merrill
Florida State University, Brigham Young University-Hawaii, and Utah State University

Abstract

Based on a review of instructional design models, previous papers identified first principles of instruction. These principles prescribe a cycle of instruction consisting of activation, demonstration, application, and integration. These instructional phases are best implemented in the context of real-world tasks. A Pebble-in-the-Pond approach to instructional development prescribes a task-centered, content-first instructional design procedure, which implements these first principles in the resulting instructional products. This conceptual paper elaborates the component analysis and instructional strategy phases of this instructional design model. This paper also integrates previous instructional strategy prescriptions from Component Display Theory with the content components of knowledge objects. The strategy for teaching within the context of a whole task consists of applying strategy components to these various knowledge components in a way that enables learners to see their interrelationships and their relationship to the whole. The resulting instructional strategy is a guided task-centered approach as contrasted with more learner-centered problem-based approaches to instructional design. The application of this component analysis and task-centered instructional strategy is illustrated.

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Contributor

M. David Merrill makes his home in St. George, Utah. He is an instructional effectiveness consultant, a visiting professor at Florida State University, a visiting professor at Brigham Young University–Hawaii, and professor emeritus at Utah State University. Since receiving his PhD from the University of Illinois in 1964 he has served on the faculty of George Peabody College, Brigham Young University–Provo, Stanford University, the University of Southern California and Utah State University. He is internationally recognized as a major contributor to the field of instructional technology, has published many books and articles in the field and has lectured internationally. Among 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, and currently First Principles of Instruction. He was honored to receive the AECT Life Time Achievement Award. He and his wife Kate together have nine children and 37 + 2 (by marriage) grandchildren which he claims as his most important accomplishment.

Copyright 2007, (International Society for Technology in Education). All rights reserved.