Component Display Theory

Merrill’s Component Display Theory

CDT matrix is used for clear differentiation of content… Besides it may also serve as base to form blue print…..facts, concept, principle, procedure to differentiate which cognitive skills are required, u can even consider in accordance with blooms taxonomy… facts is pure note so it comes on knowledge levels, then concepts come on comprehension level…so on…in order to etch out precise n specific performance objectives.

CDT deals with presenting a course based on the type of content and the level of performance you expect from the learner. Like if the content deals with pure fact and u want the learner just to remember the fact, then u can design a course where he/she can just identify the fact. If you want to design a course which talks about certain procedure and you want the learner to use it, then you have to build a course at application level where he should know how to use it.

Types of content Merrill classified as Fact/Concept/Procedure/Principle and the level of performance are Remember, Use and Find. When u design a course based on CDT, then u give more control to the learner. Like if he just wants to know about facts then he can select a different path than if he need to use or apply the concept. And based on this you decide the presentation forms, such as examples, practices, feedbacks etc.

References:
http://coe.sdsu.edu/edtec544/Modules/8-CDT_ClassifyingOutcomes/c/connect.htm http://www.ascilite.org.au/ajet/ajet20/botturi.html
http://tip.psychology.org/merrill.html

Theories

U can get most of the information related to instructional designing n theories at the given link:
http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html
and if u want a depth knowledge of the ID process then there is one interesting link:
http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

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