Rubric

Mapping Cognitive Science Against Learning Approaches

M. David Merrill's First Principles of Instruction instructional design theory

We are developing a rubric to use to compare to learning approaches such as your

Capstone project or to the evaluation of something as complex as a learning theory. If what
the cognitive scientists are saying is valid, then we as teachers and designers and theorists
should be informed by the findings of cognitive science. This draft is worked from the
brain-based motivation considerations and from Gredler, Schumann and the material on
how the neurons and glia operate. As part of this week’s Forum, you will be asked to
comment and to add as you see fit. We are creating knowledge here.

Element of Motivation
Presentation
Material is relevant to the needs
and goals of the learner
Material and/or
presentation/stimulus is novel, is
something new and interesting to
the learner
Presentation approach is
intrinsically
pleasant/interesting/stimulating
/ thought provoking
Wording, visuals, audio, language
is manageable and useable to the
receiving group or individual
In terms of a theory, does the
Accounted
For?
Y = Yes
N= No Comments
NA = Not
Applicable
? = Cannot
Determine
N The relevance of the material
to the learner’s needs and
goals is not considered. In
the activation, the phase
needs to recall or apply prior
knowledge to make a solid
foundation for the new
knowledge.
? The problem-solving task
might be new and interesting
to engage learners into the
task if it is relating to the
real-life
Y The objective of the task
should not be abstract and
should be explained concisely
with examples.
Y The Presented wording,
visuals, and audio can activate
existing learners' knowledge to
be incorporated with the new
presenting knowledge by
motivating mental models.
Y The first principle of
 theory provide/consider the
above?
Practice
Opportunities are provided to
develop proficiency in application
of the skill, knowledge, ability or
concept
Practice opportunities
appropriate to the objective(s)
are provided
Practice activities, to include
repetition and spiraling, are
designed to develop automaticity
in responses and execution if
appropriate
Practice is relevant to needs and
goals of the learner
Learner can see that
skill/competency acquisition is
taking place
Practice requirements are within
or slightly above learner’s
competency level
Learner can perform practice
requirements.
Practice is designed to lead to the
desired outcome.
Practice, while not necessarily
instruction applies to the
presentation to prepare learners
to accept new knowledge.
Y When learners recall or
apply prior experience in the
activation phase, this will
help them to integrate the
new learning knowledge by
practicing different activities
such as recall or reorganize
information.
You missed this one which,
I think, is an obvious "Y".
Y In early-stage learners need
scaffolding therefore, by
using repetition and
spiraling activities gradually
diminishing the coaching.
Y Practice activities benefit the
learner because each
instructional activity has
specific goals that are
consistent with the learning
goals.
? If the learners master the
knowledge and the use of
new skills.
? If in the application phase,
the learner is able to
gradually advance in
acquiring the knowledge
without any support from
the instructors
? Learners can perform
practice requirements if they
are given a worked example
to promote better learning.
Y When the activity is designed
to meet specific goals.
? Practice motivates the
 pleasant, generates a feeling of
accomplishment.
In terms of a theory, does the
theory provide for practice?
Production and Posting
What is produced is informed and ?
scaffolded by practice—may even
be concurrent with practice, i.e.,
repetitive practice may not be
part of the learning task such as
writing a paper, but the writing is
both practice and production at
the same time.
Opportunity is provided to apply Y
the skill, knowledge/ability or
concept being learned
Production reinforces practice
activities
Whatever is produced by the
learner is posted or provided to
group for peer view and learning
In terms of theory, does the
theory cover or require
production or evidence of skill,
knowledge, ability or concept
acquisition?
Participation/Collaboration
There is opportunity for
synchronous or asynchronous
review of posted products
students when they observe
their progress in applying
the new information with
consistent feedback.
You did not address this
which I believe should be a
"Y".
I think this is a yes. Merrill
is a general advocate of
practice.
Learning is promoted when
learners are encouraged to
transfer new knowledge by
reflecting on what they learn
and create personal ways to
use new knowledge or skills.
Y Learners benefit from
repetition practice activities
to modify their new
knowledge, personalized and
apply it in their world.
Y When learners acquire new
skills they will be motivated
to show their own progress
by sharing it with other
peers.
Y The theory requires
production as evidence of
learning took place to make
sure that the learning
occurred by meeting the set
learning goals.
? This can not be determined.
Learners can take time to
produce evidence of what

Teacher and peer feedback
promotes a Community of
Practice/Wisdom/Knowledge
Teacher and cohort are able to
see who is contributing and how
they are contributing to
knowledge sharing
Variation in task readiness and
ability to contribute is dealt with
by group effort to meet goals
Virtual opportunities to meet and
collaborate are provided for and
if face to face meetings are not
feasible and the instruction is
online or blended
In terms of theory, does the
theory provide for collaboration?
they learned.
N Good observation. He does
not address collaboration
or Communities of
Practice.
? If the learners acquire new
skills, they will post their
contribution. Also, if effective
instruction provides an
opportunity for the learners
to demonstrate newly
acquired.
Good point. My
interpretation is "N"
because LMS's did not exist
as they do today when he
wrote the article. He is a
Cognitivist and focuses on
the individual learner, not
groups.
N Good observation. See the
above comment.
N Good observation. See the
above comment.
N It is not applicable to
Merrill’s Principles.