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Critical probes into the instructional design literaturereading M. David Merrill from an outsider's perspective /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Critical probes into the instructional design literatureby George Demetrion.
Reminder of title:	reading M. David Merrill from an outsider's perspective /
Author:	Demetrion, George.
Published:	Cham :Springer Nature Switzerland :2024.
Description:	xxvii, 170 p. :ill. (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Instructional systemsDesign.
Online resource:	https://doi.org/10.1007/978-3-031-57069-8
ISBN:	9783031570698$q(electronic bk.)

Critical probes into the instructional design literaturereading M. David Merrill from an outsider's perspective /
Demetrion, George.

Critical probes into the instructional design literaturereading M. David Merrill from an outsider's perspective /[electronic resource] :by George Demetrion. - Cham :Springer Nature Switzerland :2024. - xxvii, 170 p. :ill. (some col.), digital ;24 cm.

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.

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.

ISBN: 9783031570698$q(electronic bk.)

Standard No.: 10.1007/978-3-031-57069-8doiSubjects--Personal Names:

976817
Merrill, M. David,
1937-Subjects--Topical Terms:

203572
Instructional systems
--Design.

LC Class. No.: LB1028.38

Dewey Class. No.: 371.3

Critical probes into the instructional design literaturereading M. David Merrill from an outsider's perspective /
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505 0 $a 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.
520 $a 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.
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