Dr. Merrill's video reinforces what I have learned this far regarding motivation. What I struggle with is how to create elearning interactions with existing technology that can result in effective learning. The more effective the interaction - the more it mimics the real-world situation to which the learning applies - the more expensive and time-consuming it is to create the interaction. I think this is the real reason why there is so much "shovel-ware" - educators want to create effective learning, but lack the cross-disciplinary training in computer science that would allow interactions to go beyond "point-and-click", "drag-and-drop", and multiple choice. As new tools emerge, I hope that effective learning interactions and evaluation methods will make the creation of an effective interaction as easy as the creation of a "shovel-ware" multiple choice question. But to do that, we'll still need to adhere to the principles that Dr. Merrill describes in this video.
Dr. Merrill makes some very good points about demonstration, practice, and real-world applicability. I was tasked to watch this video for a course I am taking about designing for e-learning and, although I know it is nit-picky, I just need to point out a violation of one of the principles we learned about. Distractions. I am not talking about text on the screen as I can turn those off. The people walking in the background - coming down and going up the stairs were a distraction that drew my attention away from what Dr. Merrill was discussing and forced me to back up and re-listen to what I missed. Again, nit-picky I know but it coincides perfectly with the course I am currently taking. This is not to take away from the main point of the video; just an observation that I did not see discussed in any of the other posts.
1. Demonstrate what the students will learn 2. Allow students to apply the learning 3. All in the context of real-world problems and scenarios I like it.
@MultiJenfer clicking the CC button hides the subtitles, you can still follow the interactive transcript which is what I did. Excellent materials, by the way
I believe you are referring to RU-vid's captions (which were not part of the video). You can turn the text off by clicking the (CC) button in the video menu panel. The design flaw is RU-vid's interface, not Merrill's video.
I understand Dr. Merrill's perspective; nevertheless, certain principles have been adjusted according to Gen Y and Millennials. As an example, if an instruction video is 3 minutes long, it is very annoying and unnecessary to repeat "by the end of this lesson, you should be able to....." ADDIE models have be revised and I believe cognitive psychology has made amazing new discoveries. I totally agree though with his argument that ever instruction at least should have the 3 basic points he shared.
The market is still dominated by shovelware here in the UK. Almost anybody 'does' Instructional Design. The result is invariably the same; the creation of an online textbook, peppered with multimedia and ended with a multiple-choice quiz. There is a pathological indifference to evaluating the effectiveness of the material, so the standard persists. I have been completely discouraged by the culture in the UK. It is wonderfully affirming to find this video and remind me why I bothered training.
@lenaris I think he/she means the double subtitles. Personally, I disagree to his definition of motivation. I agree that a design without substance is worthless. But what he means by "real motivation" i will have to disagree.
Okay, there may be a lot to like here, but the moving text at Merrill's chest level is a TERRIBLE pedagogical idea that undermines his message. The viewer is torn between looking at the speaker and reading the words hopping all over his chest. Moreover, the "principle" of reading moving stacks of text (thankfully!) has no precedent in normal experience. For me, this design flaw takes away almost all credibility from the speaker.
