Journal of Research on Technology in Education, （研究的科技教育学报,）.pdfVIP

Journal of Research on Technology in Education, 2007, 40 (1), xx–xxx A Task-Centered Instructional Strategy M. David Merrill Florida State University, Brigham Young University-Hawaii, and Utah State University Abstract Based on a review of instructional design models, previous papers identified first principles of instruction. These principles prescribe a cycle of instruction consisting of activation, dem- onstration, application, and integration. These instructional phases are best implemented in the context of real-world tasks. A Pebble-in-the-Pond approach to instructional development prescribes a task-centered, content-first instructional design procedure, which implements these first principles in the resulting instructional products. This conceptual paper elaborates the component analysis and instructional strategy phases of this instructional design model. This paper also integrates previous instructional strategy prescriptions from Component Display Theory with the content components of knowledge objects. The strategy for teaching within the context of a whole task consists of applying strategy components to these various knowledge components in a way that enables learners to see their interrelationships and their relationship to the whole. The resulting instructional strategy is a guided task-centered approach as contrasted with more learner-centered problem-based approaches to instructional design. The application of this component analysis and task-centered instructional strategy is illustrated. (Keywords: Pebble-in-the-Pond instructional design, first principles of instruction, Component Display Theory, knowledge objects, task-centered instruction, whole-task instruction, task progression, knowledge and skill components, component analysis, instructional strategies.)