440 Magnums Team Instructional Strategies

1. M. David Merrill Instructional Transaction Theory 440 Magnums TeamInstructional Strategies

2. M. David Merrill Instructional Transaction Theory The instruction Merrill displays in the examples and discussion are pretty low level. He indicates that ill-defined concepts can be taught using these systems, but doesn�t really explain any. I�ve given him a nod to higher level learning because of that indication, but mostly he describes students learning about things or processes. Students �remember� things in order to get to the next step. They also learn about the relationships between things and learn to apply skills in order to master the material. Higher-order thinking, such as applying generic skills is not evident in the description.The instruction Merrill displays in the examples and discussion are pretty low level. He indicates that ill-defined concepts can be taught using these systems, but doesn�t really explain any. I�ve given him a nod to higher level learning because of that indication, but mostly he describes students learning about things or processes. Students �remember� things in order to get to the next step. They also learn about the relationships between things and learn to apply skills in order to master the material. Higher-order thinking, such as applying generic skills is not evident in the description.

3. M. David Merrill Instructional Transaction Theory While this is described as very learner-centric, in fact the program has the ultimate say in what a student can or can�t do. Within a limited window the student has the ability to make choices. I therefore show this as a shared control. While this is described as very learner-centric, in fact the program has the ultimate say in what a student can or can�t do. Within a limited window the student has the ability to make choices. I therefore show this as a shared control.

4. M. David Merrill Instructional Transaction Theory Focus of Learning Primarily this theory is domain and topic specific. Merrill indicates in can be used across domains. It is evident that this same process could be adapted to problem based learning, therefore the shading into those areas.Primarily this theory is domain and topic specific. Merrill indicates in can be used across domains. It is evident that this same process could be adapted to problem based learning, therefore the shading into those areas.

5. M. David Merrill Instructional Transaction Theory Merrill describes only individuals working via computer interface. Merrill describes only individuals working via computer interface.

6. M. David Merrill Instructional Transaction Theory The students entire interaction is via non-human interaction with the computer for information, tools and manipulatives. The students entire interaction is via non-human interaction with the computer for information, tools and manipulatives.

7. M. David Merrill Instructional Transaction Theory It could be argued that Merrill�s theory does support the affective domain to a certain extent, and could certainly be used to do so. Merrill doesn�t discuss emotional support in this text, but it could be presumed that this theory does not exclude it. Therefore a slight nod to emotional support, but else all cognitive. It could be argued that Merrill�s theory does support the affective domain to a certain extent, and could certainly be used to do so. Merrill doesn�t discuss emotional support in this text, but it could be presumed that this theory does not exclude it. Therefore a slight nod to emotional support, but else all cognitive.