QIM 501- INSTRUCTIONAL DESIGN AND DELIVERY Prepared by: Ong Mei Yean (P-QM0023/10) Lecturer: Dr. Balakrishnan Muniandy EPISTEMOLOGY/KNOWLEDGE-BASED THEORIES OF INSTRUCTIONAL DESIGN

 Theories of knowledge  Study of knowledge and justified belief  The branch of philosophy that studies the nature of knowledge, its presuppositions and foundations, and its extent and validity  Example: Jean Piaget’s Genetic Epistemology, Subsumption Theory by Ausuble and Instructional Transaction Theory by Merrill

 He received his Bachelor from Brigham Young University  Masters and Doctorate from the University of Illinois  Professor of Instructional Technology, Utah State University in Logan, Utah.  Instructional Effectiveness Consultant

 He is currently teaches online courses at Brigham Young University Hawaii and University of Hawaii  Author of numerous published articles, books and papers  His principle contributions:  TICCIT Authoring System 1970's,  Component Display Theory and Elaboration Theory 1980's,  Instructional Transaction Theory, Automated instructional design and ID based on Knowledge Objects 1990's,  Recently First Principles of Instruction.  He is honored the AECT Life Time Achievement Award

 Concepts: 1. CDT was not precise enough to allow computer implementation of expert system technology which will prescribe instruction 2. Instructional Transaction Theory (ITT) is an attempt to provide more precision to CDT thereby making automated instructional design a possibility 3. This increased precision also has value for instructional designers in that it provides a more precise way to describe knowledge representation, instructional strategies, and instructional design prescriptions.

 Principles: 1) Concern with what should be taught 2) What are the knowledge components required for a given type of instruction 3) How should these knowledge components be represented to facilitate instructional design. 4) Identify what are the knowledge components required for a given type of instruction, and develop instructional strategies of presentation, practice and learner guidance to represent knowledge components to facilitate instructional design (Merrill, 1999.)

 All of the learning interactions necessary for a student to acquire a particular kind of knowledge or skills" (Merril, 1999)  A mutual, dynamic, real-time give-and-take between an instructional system and a student in which there is an exchange of information.  A complete sequence of presentations and reactions for student to acquire a specific type of instructional goal.

 It aims to develop instructional algorithms  An attempt to identify the patterns of the transactions and develop instructional algorithms to promote an appropriate instructional transactions  Different kinds of knowledge and skill will require different kinds of transactions  The necessary set of these instructional transaction are designed and programmed once, as conceptualized by a transaction shell

Transaction shell Authoring Environment Knowledge Acquisition System Knowledge Base Transaction Configuration System Delivery Environment

 Structure of a transaction identifying the interactions, parameters, and knowledge representation need for a given class of transaction.  There are 2 subsystems  Authoring environment- users are subject matter experts and instructors  Delivery environment- users are students

 Instructional Parameter  It controls the nature of the interactions with the learner  It enables a given transaction shell to be customized for a particular student population, learning environment, and learning task.  Knowledge base  Contains representations of all the knowledge and skill needed for the transactions  Transaction Manager  A family of transactions  Depending on the complexity of a given enterprise a transaction family can be as simple as a single transaction or it may consist of a large number of transactions all working together to enable the learner to acquire the knowledge and skill associated with the enterprise.

 knowledge objects are containers consisting of compartments (slots) for different related elements of knowledge.  Merrill determine that the content of knowledge objects consists of:  Name: one or more symbols or terms that reference the knowledge  Portrayal: one or more multimedia objects that will show or represent the knowledge object  Description: an open compartment into which an author can place any desired information about the knowledge object.

 Jones, Li, and Merrill (1990) identified four types of knowledge objects: 1) Entities: objects in the world, such as device, persons, creatures, places and symbols 2) Properties: quantitative or qualitative attributes of entities 3) Activities: actions that the learner can take to act on objects in the world 4) Processes: events that occur in the world that change the values of properties of an entity  A knowledge object may also have links to other knowledge objects

1) Effective Instruction: ITT provides a more precise description of the different kinds of instructional transactions required for different kinds of instructional outcomes (goals or objectives). 2) Efficient Instructional Development: ITT builds appropriate instructional transactions into instructional development tools will enable automating portions of the instructional-design process and will enable us to realize this efficiency. 3) Instructional Learning Environments: ITT represents knowledge as knowledge objects, which enables the building of a general- purpose simulation engine. This makes possible a learning environment builder that enables the efficient development of these more effective instructional interactions. 4) Adaptive Instruction: The precise representation of knowledge in the form of knowledge objects and the representation of instructional transactions as algorithms for manipulating this knowledge makes possible instructional strategies that can be adapted to individual learners in real time as they interact with the instructional materials.

 Instructional transaction is all of the learning interactions for a student to acquire a particular kind of knowledge or skill.  Instructional strategies represent various ways to show, or request the student to provide the elements of knowledge objects.  Hence, instructional strategy is an algorithm for processing the knowledge data of knowledge objects.

 Merrill, M. D. (1999). Instructional design based on knowledge objects. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory, Volume II, pp Mahwah, NJ: Lawrence Erlbaum Associates.  Merrill. M. D., Li, Z., & Jones, M. K. (1991). Instructional Transaction Theory. Educational Technology, 31 (6),  Merrill, M. D., Jones, M. K., & Li, Z. (1992). Instructional Transaction Theory: Classes of Transactions. Educational Technology, 32(6),  M. David Merrill, Zhongmin Li & Mark K. Jones (1991). Instructional Transaction Theory: An Introduction. Educational Technology. 31(6),  M. David Merrill, Zhongmin Li & Mark K. Jones (1992). Instructional Transaction Shells: Responsibilities, Methods, and Parameters. Educational Technology, 32(2),  M. David Merrill, Mark K. Jones, & Zhongmin Li (1992). Instructional Transaction Theory: Classes of Transactions. Educational Technology, 32(6), 