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This book provides a comprehensive study of the work of M. David Merrill, a major pioneer in the field of instructional design. This book centers on his research on his second generation instructional design (ID2) theory, Instructional Transaction Theory, and First Principles of Instruction, which has had a substantial impact on the instructional design field. It's appealing to the instructional design research and practitioner-based communities who can draw on specific sections of this book to enhance their own work. It is also intended for those seeking to learn more about the relationship between the instructional design field, learning theory, curriculum studies, and lifelong learning/adult education studies. Through this critical, yet empathetic study of Merrill's 50+ year research agenda, this book provides an illuminating field of entry into a broad range of topics, both those that are central to Merrill's own research agenda, and into areas that extend well beyond his essentially cognitivist epistemological assumptions.
List of contents
Chapter One: Introduction.- Chapter Two: Underlying Theories and Operative Assumptions in the work of M. David Merrill.- Chapter Three: "Constructivism and Instructional Design" in Critical Dialogue with Moderate and Radical Constructivist Learning Theory.- Chapter Four: Instructional Transaction Theory (ITT).- Chapter Five: First Principles of Instruction.- Chapter Six: Merrill's Aesthetic Vision.- Epilogue: Implications for the Field of Adult Basic Education.
About the author
George Demetrion created and managed a major small group tutoring program in adult literacy in Hartford, Connecticut, USA. He taught seminar courses in adult education, as highlighted in "Probing the Interface Between Learning Theory and Practice Adult Basic Education," where he introduced students and journal readers to the research of M. David Merrill. Demetrion authored Conflicting Paradigms in Adult Literacy Education. He has published over a dozen articles in this field.
