Underlying Theories and Operative Assumptions of M. David Merrill

In highlighting two pivotal articles, “Constructivism and Instructional DesignConstructivism and Instructional Design” and Gagné’s and Merrill’s “Integrative Goals for Instructional DesignIntegrative Goals for Instructional Design,” this chapter introduces key features of Merrill’s most fundamental assumptions that structure his work. This includes his revisionary vision of instructional design, which, while firmly grounded in cognitivist learning theory, makes exploratory leaps into what he characterizes as “moderate” forms of constructivist learning theoryConstructivism/constructivist learning theory. These orientations are reinforced in the emphasis Gagné and Merrill place on holistic modes of knowledge development through what they refer to as a learning enterpriseEnterprise, based on the integrationIntegration of component learning objectives that can be integrated into a comprehensive mastery of an educational objective or activityActivities. The articles together, underscore Merrill’s complex cognitivist-based instructional designDesign theory and the importance he places on integrative knowledge mastery through active learning processesProcesses that are expertise driven while allowing ample opportunity for guided, learner-centered engagement. This chapter opens the discussion of the effective range of Merrill’s design vision to meet substantial learning goals to make investment in them as motivating as he envisions. The various topics, issues, and attendant critiques highlighted in this chapter are incorporated throughout the remainder of the book.