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Merrill\u2019s (2002) seminal paper asserted that there are profoundly similar core principles of learning shared between various instructional design theories; and cross-compared distinct models, which identified standard ideologies.\u00a0 While this paper was written nearly twenty years ago, the identified fundamental principles are still widely used as an effective tool for analyzing the pedagogical quality of course design.\u00a0 Several scholars have supported the effectiveness of these identified principles since publication, including Gardner\u2019s (2011) study on the impact on student performance when these standards were put into practice.\u00a0 These principles synthesized by Merrill (2002) resulted in a pragmatic framework that has provided a standard blueprint for instructional designers to use; nevertheless, what about the consideration for the modernized shift from instructional design to learning design?\u00a0 Muddy is the waters surrounding the distinction of these terms.\u00a0 There has been a shift in design approach over the past decade with rapid advances in educational technologies, and open pedagogies.\u00a0 The focus is much more learner-centered, with significant consideration of the needs of learners, and the design of the learning activities (Beetham & Sharpe, 2013; Conole, 2014).\u00a0 As I begin to carve out my designer identity, (current title \u2018teaching and learning with technology strategist\u2019), I acknowledge that my role is underpinned seemingly by both models, and I am toggling between them throughout my practice; Merrill\u2019s (2002) principles can provide a foundation on which to build in these modernized approaches.\u00a0 Are new considerations required which demand a re-thinking of pedagogical approaches? Otherwise, are we just wrapped up in job title semantics?<\/p>\n
References<\/p>\n
Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning<\/em> (2nd ed.). Hoboken: Taylor and Francis. https:\/\/ebookcentral-proquest-com.ezproxy.royalroads.ca\/lib\/royalroads-ebooks\/detail.action?docID=1172901.<\/p>\n Conole, G. (2014). The 7Cs of learning design: A new approach to rethinking design practice. Paper presented at the 9th International Conference on Networked Learning 2014, University of Leicester, pp. 502-509. Paper retrieved from http:\/\/www.networkedlearningconference.org.uk\/past\/nlc2014\/abstracts\/pdf\/conole.pdf<\/p>\n Gardner, J. (2011). Testing the efficacy of Merrill\u2019s first principles of instruction in improving student performance in introductory biology courses<\/em>. (Doctoral dissertation, Utah State University, United States of America). Retrieved from https:\/\/digitalcommons.usu.edu\/etd\/885\/<\/p>\n Merrill, M. D. (2002). First principles of instruction. <\/strong>Educational Technology Research and Development<\/em>, 50<\/em>(3), 43-59.<\/p>\n Image Retrieved from: https:\/\/images.app.goo.gl\/5r2mNyEybg28zKi36<\/p>\n","protected":false},"excerpt":{"rendered":" Merrill\u2019s (2002) seminal paper asserted that there are profoundly similar core principles of learning shared between various instructional design theories; and cross-compared distinct models, which identified standard ideologies.\u00a0 While this paper was written nearly twenty years ago, the identified fundamental principles are still widely used as an effective tool for analyzing the pedagogical quality of … Continue reading Instructional Design vs Learning Design – New Perspectives, or Conceptual Semantics?<\/span>