After reading much literature on the topic of instructional design, it is clear that the subject is multifaceted in many ways. Merrill (2002) in his paper titled, \u201cFirst Principles of Instruction\u201d seeks to condense the multitude of theories within instructional design into five common principles which represent the commonalities within the design frameworks. In reviewing the paper numerous times now, one of the central themes cogently reinforced in all design theories is learner participation. Fast-forward to Merrill\u2019s (2002) first principle: \u201clearning is promoted when learners are engaged in solving real world problems\u201d (p.43). Merrill (2002) elaborates that even within psychological studies, the engaged participation of students aids in their overall learning. Bates (2019) echoes the support that student engagement is critical in learning within the context of Open Pedagogy and Open Educational Resources (OER). Bates (2019) uses Paquette\u2019s (1979) writings to explain that \u201copen pedagogy is focused on the interaction within a class between a learner and the educational environment that is created for him.\u201d He concludes that there is an increase of learner participation when Open Pedagogy and OERs are done correctly (Bates, 2019).<\/p>\n
The melding between open pedagogy and learner participation appears to be mutually beneficial in the realm of instructional design. On the surface level it can be easy to associate better learning with greater student participation and when greater open resources are available to said students. However, answers to the questions: why student participation works well with OERs? or how does open pedagogy combined with engaged learners increase learning capacity\/capability? These questions are more difficult to analyze, let alone prove empirically in some manner of journal article worthiness. Bates (2019) briefly concludes that \u201cit is essential to create organizational environments or management frameworks that encourage and support the development and use of high quality OERs.\u201d In my opinion, Bates is reasonable in his conclusions by acknowledging that the success of OERs is not just the mere student access to OERs, but is far more in-depth in that the organizational system of education and the type and\/or quality of resources being offered is important as well. Instructional designers in essence, should use appropriate OERs, and not just OERs for the sake of the new educational modern-notion \u2018OER.\u2019 Merrill (2002) concludes that different instructional design theories lend themselves more to one of the five principles than others when he said, \u201cno theory or model reviewed includes all of these principles\u201d (p. 57). Learner engagement and participation appears to be a theme across many of the educational literature (Merrill, 2002).<\/p>\n
In the context of my work as an aerospace control officer supervisor in the Canadian Armed Forces, student engagement is a necessity for student success. Pass rates for students within air traffic control within the Vancouver Region is less than 30%, or to put it conversely, at least 70% of students fail. With those odds, instructional designers within the vocation of air traffic control must be meticulous in how to best suit the learners needs. Most of all, they need to set students up for success within a learning environment that encourages their participation and engagement of the material.<\/p>\n
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Reference<\/p>\n
Bates, T. (2019, September 26). Chapter 11.4 Open pedagogy [Blog Post]. Retrieved from https:\/\/www.tonybates.ca\/2019\/09\/26\/chapter-11-4-open-pedagogy\/<\/a><\/p>\n Merrill, D. (2002). First principles of instructional design. Educational Technology Research and Development, 50<\/em>(3), 43-59. doi: https:\/\/doi-org.ezproxy.royalroads.ca\/10.1007\/BF02505024<\/a><\/p>\n