What Makes effective, efficient, engaging instruction?

Summary

In his article, What Makes e³(effective, efficient, engaging) instruction?, Merrill is looking to integrate problem‐based learning, communities of learners, and distributed learning into a single approach that is e³. The paper is about efforts at BYU Hawaii, but should apply to many instructional applications. 

Merrill’s  goal (and BYU Hawaii’s) is for all courses and course materials to be on‐line.  Course assignments, course materials, discussion boards, and other technology facilities should be available to students online.  Students should be able to submit materials online, view the work of other students for collaboration and critique, and be able to interact with each other on line. The instructor should be able to monitor and mentor this student interaction.

Merrill also advocates that a technology enhanced course should be able to be taught on‐campus and at‐a‐distance using the same course materials and interaction facilities. He states that the students should be able to participate in the class on‐campus or on‐line from different locations both synchronously and asynchronously.

He starts his discussion on the two generally agreed upon memory processes:

• Associative memory – the primary model used for topic-based learning that is subject to forgetting if not immediately applied and reinforced. (from Wikipedia:  Associative memory (psychology), the ability of human memory to associate items such as a person with his or her name.)
• Mental models – The primary method for problem-centered learning where a problem‐centered approach facilitates the adaptation of an existing mental model or enables the learner to form a new mental model that integrates the various component skills into a meaningful whole.  Mental models are less prone to forgetting.  (from the article:  A mental model is a set of related ideas – a holistic representation of the parts, relationships, conditions, actions and consequences of a complete problem or task.)

The goal at BYU Hawaii is to make all instruction (classroom and distance): 1. problem‐centered, 2. peer‐interactive, and 3. technology‐enhanced.

1. Problem centered instruction uses mental models which last longer.
2. Peer Interaction (peer sharing, peer collaboration and peer critique) requires learners to test their mental models, to refine their mental models, and to share their ideas.  Activities that facilitate the learners’ ability to apply their knowledge in new situations.
3. Technology-enhancement facilitates a much wider dissemination of the training which enables the student to be engaged in problem solving no matter whether the instruction is in a classroom or at a distance. 

First Principles of instruction:  All instruction should use the following concepts/precepts: problem-centered, activation, demonstration, application, and integration.  Problem‐centered instruction is different from problem‐based instruction.

• Problem-based instruction focuses on solving a problem and is not always effective.  Could also be called problem-solving instruction.  (Constructivist approach?
• Problem-centered instruction focuses on using a successful solution as the basis for instruction.  (I would say this combines a cognitivist approach with constructivist approach.)

1. Problem-Centered Strategy

NOTE – On the PDF document, this graphic was originally titled “Problem-Centered Strategy” not “Task-Centered Instructional Strategy”  (It had a text box pasted over it.)

• For the first iteration (steps 1-3), demo first grouping of task topics (e.g., 1, 3 and 4) from a successful solution (A). 
• For the 2^nd iteration (B), have the student apply these same topics to a new task (steps 4 and 5). 
• For the 3^rd iteration (C), demo remaining topics (e.g., 2 and 5) for the successful task (C) and then apply to new task (D). 
• Drill and practice steps 4 – 7 to mastery. 
• Learners should be able to complete as a whole (topics 1 - 5) without instruction/guidance for (E).     

2. Effective Peer Interaction

Merril lists different types of peer interaction as follows:

• Peer telling – the least effective
• Peer sharing – Uses Activation
• Peer demonstration – Uses Demonstration
• Peer collaboration – Uses Application
• Peer critique – Uses Integration

Peer interaction involves the student in the solution of the problem at three levels:

1. Acquiring the component skills and applying them to an individual solution;
2. Discussing, defending, and elaborating different solutions in an attempt to come to a consensus solution; and
3. Critiquing another solution based on their understanding of the problem and possible solutions.

3.  Technology-Enhanced Interface

On‐line instructional components for a problem‐centered peer‐interactive course.

The instructor has two roles:

(1)    Course development

(2)    Guide and coach during instruction/learning

Conclusion

I really like this model.  I’m not sure I fully understand the difference between associative memory and memory models (even after researching), but I am not sure I really have to at this point.   I also had a little problem understanding the flow chart for the Problem-Centered Strategy, so after study and careful consideration, I reworded the flow narrative somewhat – to what I felt was a simpler, neater explanation.

I wish I would have had the technology-enhanced interface model three years ago when we designed the pre-commissioning unit (PCU) training courses for the CVN 78.  Our requirement is to provide PCU crew training for the initial crew, and to also develop and provide an interim training solution that can be used until the Navy establishes a permanent life cycle training solution for the Navy schoolhouse.  Our solution was to design and develop what we call dual purpose training materials that can be used as (1) computer aided instruction (CAI) in a classroom with an instructor/facilitator, and (2) as computer- or web-based instruction (CBT WBT) at a distance as the interim solution.  The original CAI can also be re-used by subject matter experts and ships force personnel for classroom instruction for follow-on crews.  Reviewing the Technology Enhance Interface model has given me ideas on how we could have increased collaboration exercises for our products (classroom and CBT/WBT). 

Finally, our intention is for the Navy to be able to repurpose our training as part of the life cycle, schoolhouse brick and mortar training.