A Task-Centered Instructional Strategy

Merrill, Margaret

doi:10.1080/15391523.2007.10782493

Cited by 104 publications

(63 citation statements)

References 11 publications

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“…This is because centering instruction on problems promotes students' ability to solve authentic problems outside of school (Jonassen 1999) and has been shown to help students focus on what is important in a learning environment (Marzano et al 2001). To facilitate learning, students should address multiple problems, and these problems should increase in difficulty and complexity (Schwartz et al 1999;Merrill 2002Merrill , 2006Merrill , 2007, which may enable students to become increasingly independent at solving problems (Keller 1987).…”

Section: Problem-centeredmentioning

confidence: 99%

“…Effective demonstration includes two major parts: (1) demonstration of a realworld problem being solved, and (2) demonstration designed to help students acquire knowledge related to the real-world problem (Merrill 2002(Merrill , 2007 Have students list and discuss prior knowledge related to the problem they are solving (Allen and Tanner 2003) Demonstration Represent biology concepts with computer animations and models (Kiboss et al 2004;Reuter and Perrin 1999;Sanger et al 2001) Application…”

Section: Demonstrationmentioning

confidence: 99%

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A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

Gardner

Belland

2011

J Sci Educ Technol

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Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we present a framework to design biology instruction that incorporates all active learning strategies. We review active learning research in undergraduate biology courses, present a framework for organizing active learning strategies, and provide clear implications and future research for designing instruction in introductory undergraduate biology courses.

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Section: Problem-centeredmentioning

confidence: 99%

Section: Demonstrationmentioning

confidence: 99%

A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

Gardner

Belland

2011

J Sci Educ Technol

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“…The general structure of delivery of the Information Access module was largely consistent with that recently described by Merrill in (Merrill, 2007) which advocates a task-centered instructional strategy. This is based around his "Pebble-in-the-Pond" model introduced in earlier work (Merrill, 2002).…”

Section: Teaching Materials and Deliverymentioning

confidence: 52%

“…Another positive aspect of IR as a topic of study is that if students can see the relevance of a module to their lives it generally aids their motivation (Merrill, 2007). Most students taking IR courses are regular users of search engines and digital technologies in general, making the relevance of the material clear to their lives is thus not generally a problem for the instructor.…”

Section: Teaching and Learning Information Retrievalmentioning

confidence: 99%

An inquiry-based learning approach to teaching information retrieval

Jones

2009

Inf Retrieval

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Abstract. The study of information retrieval (IR) has increased in interest and importance with the explosive growth of online information in recent years. Learning about IR within formal courses of study enables users of search engines to use them more knowledgeably and effectively, while providing the starting point for the explorations of new researchers into novel search technologies. Although IR can be taught in a traditional manner of formal classroom instruction with students being led through the details of the subject and expected to reproduce this in assessment, the nature of IR as a topic makes it an ideal subject for inquiry-based learning approaches to teaching. In an inquiry-based learning approach students are introduced to the principles of a subject and then encouraged to develop their understanding by solving structured or open problems. Working through solutions in subsequent class discussions enables students to appreciate the availability of alternative solutions as proposed by their classmates. Following this approach students not only learn the details of IR techniques, but significantly, naturally learn to apply them in solution of problems. In doing this they not only gain an appreciation of alternative solutions to a problem, but also how to assess their relative strengths and weaknesses. Developing confidence and skills in problem solving enables student assessment to be structured around solution of problems. Thus students can be assessed on the basis of their understanding and ability to apply techniques, rather simply their skill at reciting facts. This has the additional benefit of encouraging general problem solving skills which can be of benefit in other subjects. This approach to teaching IR was successfully implemented in an undergraduate module where students were assessed in a written examination exploring their knowledge and understanding of the principles of IR and their ability to apply them to solving problems, and a written assignment based on developing an individual research proposal.

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“…However, we also anticipate the need to use other models and frameworks to: 1) describe the learning process such as Garrison, Anderson, and Archer's (2000) Community of Inquiry (CoI); 2) design specific instructional strategies such as Merrill's (2007) task-centered instructional strategy that pertain to various aspects of the dissertation research process (see Snyder, 2011, November); 3) steward technology in learning communities (Wenger, White, & Smith, 2009); and 4) diffuse this intervention across the school and university using Rogers' (1995), for example, five stages in the innovation-decision process.…”

Section: Negative Case Analysismentioning

confidence: 99%

Designing an Online Dissertation Research Community of Practice

Snyder

Dringus

Terrell

2012

IJDL

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This design case describes phase one (pilot phase) of an intervention strategy aimed to support students in a limited-residency doctoral program. Specifically, this case documents the process and decisions that were made along the way to design an online research community of practice (CoP) for students who have completed coursework and are working on their dissertations in the field of instructional design and technology. The case includes the designers' guiding framework, a detailed description of the case including the site, participant and platform selection, and the preliminary state of the design. To date, a design team is in place, a guiding framework for the design of the CoP is established, a needs analysis has been conducted, the participants have been identified, the CoP strategy has been defined, the site has launched, and students are just now beginning to become a part of this online community. It will take time to cultivate the community and determine whether the design is effective in achieving the community's goals. Data collection and documentation of design decisions continue as the design and development of the online CoP emerges. Martha (Marti) Snyder is Associate Professor of Technology in Education in the Graduate School of Computer and InformationSciences at Nova Southeastern University. Her research focuses on the application and validation of instructional design theories and models that support learning in technology-enhanced learning environments. Dr. Snyder serves as the communications manager for AERA's Design and Technology SIG and has served for the past three years on the Sloan-C International Conference on Online Learning conference steering committee.

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A Task-Centered Instructional Strategy

Cited by 104 publications

References 11 publications

A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

An inquiry-based learning approach to teaching information retrieval

Designing an Online Dissertation Research Community of Practice

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