1. Learning theories are frequently captured in pedagogical models or frameworks which emphasis a particular approach.
2. Merrill’s five first principles
2.1. Merrill reviewed instructional design theories and models and abstracted a set of interrelated prescriptive instructional design principles (Merrill 2002)
2.1.1. • Demonstration principle – learning is promoted when learners observe a demonstration. • Application principle – learning is promoted when learners apply the new knowledge.
2.1.2. • Task-centred principle – learning is promoted when learners engage in a task-centred instructional strategy. • Activation principle – learning is promoted when learners activate relevant prior knowledge or experience.
3. • Presentation phase o Review of previous material o Statement of skills or knowledge to be learnt (what they are learning)
3.1. • Practice phase o Guided practice o Independent practice
3.2. • Assessment and evaluation phase o Formative assessment o Summative assessment
4. Asociative pespective
4.1. characteristics
4.1.1. Focuses on behaviour modification, via stimulus-response pairs; Controlled and adaptive response and observable outcomes; Learning through association and reinforcement
4.2. E-learning application
4.2.1. Content delivery plus interactivity linked directly to assessment and feedback
4.3. Models and frameworks
4.3.1. 1. Merrill’s instructional design principles 2. A general model of direct instruction