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BA BrighamYoung University 1961 |
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| MA University of Illinois 1964 |
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| PhD University of Illinois 1964 |
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Other Teaching Assignments:
| Bucknell University, Summer 1970 |
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| University of Maine, Summer 1975 |
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| Anchorage Alaska, March 1980 |
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Administrative Experience:
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 The firm is no longer active.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 include (List available on request):
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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.).
Selected Recent Publications:
Merrill, M. D. & Li, Z. (1989). An instructional design expert system. Journal of Computer-Based Instruction, 16(3), 95-101.
Merrill, M. D., Li, Z. & Jones, M.K. (1990). Limitations of first generation instructional design (ID1). Educational Technology, 30(1), 7-11.
Merrill, M. D., Li, Z. & Jones, M.K. (1990). Second generation instructional design. Educational Technology, 30(2), 7-14.
Twitchell, D. (Ed) (1990-91). Robert M. Gagn? and M. David Merrill in conversation. Educational Technology. A series of 7 articles No.1 30(7), 34-39; No. 2 30(8), 36-41; No. 3 30(9), 36-41; No.4 30(10), 37-45; No.5 30(11) 35-39; No. 6 30(12) 35-46; No. 7 31(1)34-40.
Merrill, M. D., Li, Z. & Jones, M.K. (1991) Instructional Transaction Theory: an introduction. Educational Technology. 31(6), 7-12.
Li, Z. & Merrill, M. D. (1991) ID Expert 2.0: design theory and process. Educational Technology Research and Development. 39(2), 53-69.
Merrill, M. D. (1991) Constructivism and instructional design. Educational Technology. 31(5), 45-53.
Merrill, M. David, Li, Zhongmin, & Jones, Mark K. (1992) Instructional Transaction Shells: responsibilities, methods, and parameters. Educational Technology. 32(2), 5-27.
Merrill, M. David, Jones, Mark K., & Li, Zhongmin. (1992). Instructional Transaction Theory: classes of transactions. Eductional Technology. 32(6), 12-26.
Merrill, M. David & ID2 Research Team (1993). Instructional Transaction Theory: knowledge relationships among proceses, entities, and activities. Educational Technology, 33 (4), 5-16.
Merrill, M. David (1993). An integrated model for automating instructional design and delivery. In J. Michael Spector, Martha C. Polson & Daniel J. Muraida (Eds.). Automating Instructional Design: Concepts and Issues. Englewood Cliffs, NJ: Educational Technology Publications.
Merrill, M. David with Twitchell, David G. (Ed.) (1994). Instructional Design Theory. Englewood Cliffs, NJ: Educational Technology Publications.
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.
Presentations at Professional Associations:
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:
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:
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:
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.
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Major Consulting Contracts Include: |
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Phone: (435) 797-2698
Fax: (435) 752-2522 email: merrill@cc.usu.edu |