M. David Merrill, PhD

  • Instructional Effectiveness Consultant
  • Professor in Residence, Brigham Young University - Hawaii
  • Emeritus Professor, Utah State University

Education:

  • B.A., BrighamYoung University 1961
  • M.A., University of Illinois 1964
  • Ph.D., University of Illinois 1964

Professional Experience:

  • George Peabody College for Teachers, 1964 -1966
  • Brigham Young University, 1966-1967, 1968-1979
  • Courseware, Inc. (Vice Pres, Director), 1972 -1980
  • University of Southern California, 1979 -1988
  • Microteacher, Inc. (President), 1981-1985
  • Utah State University, 1987-Present

Other Teaching Assignments:

  • Bucknell University, Summer 1970
  • Univ. of Indonesia, TKPK, Summers 1980, 82
  • University of Maine, Summer 1975
  • Twente Univ., The Netherlands, Summer 1988
  • Anchorage Alaska, March 1980
  • Twente Univ., The Netherlands, Spring 1999

Administrative Experience: (ˆTOPˆ)

  • Founder and director of the Instructional Science Department at Brigham Young University.
  • Founder and director of the Division of Instructional Research, Development and Evaluation at Brigham Young University.
  • A founder, director and Vice President for Research, Courseware Inc., San Diego, California (From 1972 until 1980). Anderson Consulting- Courseware Inc. is still a major instructional development firm.
  • Founder, director and President of Microteacher, Inc., San Diego, California (From 1981 until 1985). This company developed educational courseware for schools. The firm is no longer active.
  • Founder, member. and General Manager of River Park Instructional Technologies L.L.C., Logan, Utah (1996-1997).
  • Director, ID2 Research Group, Utah State University, Logan, Utah (1987 -1998).

Publications: (ˆTOPˆ)

M. David Merrill was listed among the most productive Educational Psychologists (Gordon, et al, Educational Researcher , Aug/Sep1984), among the most frequently cited authors in the computer-based instruction literature (Wedman, Journal of Computer-Based Instruction, Summer 1987), ranked among the most influential people in the field of Instructional Technology (Moore & Braden, Performance & Instruction, March 1988.).

Publications include (List available on request):

  • 12 books
  • 16 chapters in edited books
  • 65 journal articles
  • 18 instructional computer products
  • 5 expert system prototypes
  • 3 other instructional products
  • 123 Technical reports
  • 2 book reviews, 2 columns

Selected Recent Publications: (ˆTOPˆ)

  • Merrill, M. David and the ID2 Research Group. (1996). Instructional Transaction Theory: instructional design based on knowledge objects. Educational Technology, 36(3), 30-37.
  • Merrill, M. David (1997). Learning-oriented instructional development tools. Performance Improvement 36(3), 51-55.
  • Merrill, M. David (1997). Instructional strategies that teach. CBT Solutions, Nov./Dec. 1-11.
  • Merrill, M. David (1998). Knowledge objects. CBT Solutions, March/April, 1-11.
  • Merrill, M. David & ID2 Research Group (1998). ID Expert: a second generation instructional development system. Instructional Science, 26(3,4), 234-262.
  • Merrill, M. D., & Thompson, B. (1999). IDXelerator: learning-centered instructional deisgn. In J. v. d. Akker, R. M. Branch, K. Gustafson, N. Nieveen & T. Plomp (Eds.), Design Methodology and Development Research in Education and Training (pp. 265-277). Dordrecht / Boston / London: Kluwer Academic Publishers.
  • Merrill, M. D. (1999). Instructional transaction theory (ITT): instructional design based on knowledge objects. In C. M. Reigeluth (Ed.), Instructional Design Theory and Models: A New Paradigm of Instructional Theory Vol. II. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Anderson, T. A., & Merrill, M. D. (2000). A design for standards-based knowledge components. Journal of Computing in Higher Education, 11(2), 3-29.
  • Mills, R. J., Lawless, K. A., & Merrill, M. D. (2001). Designing instructional templates for web-based training. In B. H. Khan (Ed.), Web-Based Training (pp. 99-105). Englewood Cliffs, NJ: Educational Technology Publications.
  • Merrill, M. D. (2001). First principles of instruction. Journal of Structural Learning and Intelligent Systems, 14(4), 459-466.
  • Merrill, M. D. (2001). A knowledge object and mental model approach to a physics lesson. Educational Technology, 41(1), 36-47.
  • Merrill, M. D. (2001). Toward a theoretical tool for instructional design. Instructional Science, 29(4-5), 291-310.
  • Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.
  • Merrill, M. D. (2002). Instructional strategies and learning styles: which takes precedence? In R. A. Reiser & J. V. Dempsey (Eds.), Trends and Issues in Instructional Technology. (pp. 99-106). Columbus, OH: Prentice Hall.
  • Merrill, M. D. (2002). Knowledge objects and mental models. In D. A. Wiley (Ed.), The Instructional Use of Learning Objects (pp. 261-280). Washington DC: Agency for Instructional Technololgy & Association for Educational Communications and Technology.
  • Merrill, M. D. (2002). A pebble-in-the-pond model for instructional design. Performance Improvement, 41(7), 39-44.

Presentations at Professional Associations: (ˆTOPˆ)

More than 100 presentations at meetings of professional associations in which he holds membership: American Educational Research Association (AERA), Association for Educational Communications and Technology (AECT), American Psychological Association (APA), Association for the Development of Computer-Based Instructional Systems (ADCIS), and National Society for Performance and Instruction (NSPI). More than 25 key note addresses at the national meetings of other professional associations.

Workshops and Seminars: (ˆTOPˆ)

More than 40 workshops and seminars primarily on instructional design, authoring systems and the use of computers in instruction. Including seminars in Italy, England (several occasions), Belgium, Indonesia (2 occassions), The Netherlands (several occassions), The People's Republic of China, Spain, Germany (several occassions) , Finland, Brazil (2 occassions), Norway, and Singapore.

Honors: (ˆTOPˆ)

  • Cited as Outstanding Educator 1973
  • Received the LDS Church Education Commissioner's Fellowship for 1977
  • Fellow American Psychological Association
  • Fellow Association for the Development of Computer-Based Instructional Systems
  • Commended for chapter in AECT/DID 1985 book of the year.
  • Commended for chapter in AECT/DID 1988 book of the year.
  • Selected as Person of the year in Educational Technology for 1989 by Educucational Technology Magazine.
  • AECT/DID 1991 award for outstanding journal article.
  • Al Avner Award for Scholarship and Research by the Association for the Development of Computer-Based Instructional Systems 1992
  • Instructional Technology Ronald H. Anderson Memorial Award by the American Society for Training and Development 1992.
  • Utah State University College of Education Outstanding College Scholar/Researcher of the Year 1992-1993.

Major Professional Contributions: (ˆTOPˆ)

  • TICCIT CAI SYSTEM. Led the team which developed the authoring system for TICCIT. TICCIT is marketed by Ford Aerospace. It features an authoring system which has built-in instructional design based on learner control. A review article stated, "It appears likely that this system [TICCIT] represents the most advanced interactive video [authoring] system presently available." (Hannafin, Journal of Computer Based Instruction , Summer 1984).
  • COMPONENT DISPLAY THEORY is an instructional design theory. Cited as a major contribution to Instructional Psychology ( Gagne and Dick, Annual Review of Psychology , 1984).
  • ELABORATION THEORY developed in collaboration with Charles M. Reigeluth is an instructional design theory which extends Component Display Theory to content structure and sequence. Cited as a major contribution to Instructional Psychology ( Gagne and Dick, Annual Review of Psychology , 1984).
  • INSTRUCTIONAL TRANSACTION THEORY developed in collaboration with the ID2 Research Group at USU is an instructional design theory designed to enable the development of intelligent computer-based instructional design tools.

Major Consulting Contracts Include: (ˆTOPˆ)

  • Bell and Howell Schools
  • Arthur Anderson & Company
  • Data Design Laboratories
  • Hazeltine Corporation
  • Perceptronics Inc.
  • United Airlines Services Corporation
  • IBM
  • US Air Force Human Resources Lab with MEI Associates Inc.

Major Research Contracts Include: (ˆTOPˆ)

  • National Science Foundation
  • Navy Personnel Research and Development Center
  • Army Research Institute with Office of Personnel Management & Human Technology Inc.
  • Training Development Institute
  • IBM
  • Department of Defense with Office of Personnel Management and Human Technology Inc.
  • Digital Equipment of Canada
  • US Air Force Academy with Office of Personnel Management and Human Technology Inc.
  • MediaShare, Inc.
  • Bodan Software, GmbH (Germany)
  • USAF Armstrong Laboratory with Mei Technologies
  • USAF Wright Patterson AFB with SouthWest Research Institute
  • US Department of Defense
  • Apple Computer Corporatio
 
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