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M. David Merrill
Abstract
Recent years
have seen a proliferation of instructional design theories and models.
A recent book summarizes a number of these different positions.
Instructional design theory varies from basic descriptive laws about
learning to broad curriculum programs that concentrate on what is taught rather
than on how to teach. Do all of
these design theories and models have equal value? Are all of these design
theories and models merely alternative ways to approach design?
Do these design theories and models have fundamental underlying
principles in common?
If so what are these underlying first principles?
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