A Task-Centered Approach to Entrepreneurship

Mendenhall, Anne; Buhanan, Caixia Wu; Suhaka, Michael; Mills, Gordon; Gibson, Gregory V.; Merrill, Margaret

doi:10.1007/s11528-006-0084-3

Cited by 22 publications

(7 citation statements)

References 1 publication

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“…It should then provide detailed demonstration and explanation of the knowledge used to accomplish each of the steps in that process. In this way, students are provided with a context for the task being learned (analyzing microevolution in a population) and specific instruction of how to accomplish each of the steps (Mendenhall et al 2006).…”

Section: Demonstrationmentioning

confidence: 99%

A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

Gardner

Belland

2011

J Sci Educ Technol

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Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we present a framework to design biology instruction that incorporates all active learning strategies. We review active learning research in undergraduate biology courses, present a framework for organizing active learning strategies, and provide clear implications and future research for designing instruction in introductory undergraduate biology courses.

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Section: Demonstrationmentioning

confidence: 99%

A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

Gardner

Belland

2011

J Sci Educ Technol

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“…Over the next few years I tried to elaborate, clarify, and explain these principles and to demonstrate their presence in other instructional design theories and models (Merrill, 2001a(Merrill, , 2002a(Merrill, , 2006a(Merrill, , 2006b(Merrill, , 2008(Merrill, , 2009. I also proposed a content-first alternative to the classic Analysis, Design, Development, Implementation, Evaluation (ADDIE) instructional design model called A Pebble-in-the-Pond approach to instructional development (Mendenhall et al, 2006;Merrill, 2002c.…”

Section: First Principles Of Instructionmentioning

confidence: 99%

A 50+ year search for effective, efficient and engaging instruction

Merrill

2017

edrev

Self Cite

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In this paper I will chronicle my 50+ year career, from my interest in making education more effective, to an epiphany about theories, and some of my published work that, for a time, gained the attention of others in the field of instructional technology. My extensive experience with computer-assisted learning covers early efforts to teach concepts to attempts to design automated authoring systems. My most recent work attempts to identify underlying principles common to most theories of instruction.The professional press publishes reports of theory, research, data, prescriptions, and opinions, but seldom do we get the back story. Where did these ideas originate? What events led to a particular theoretical or research approach? What were the challenges—personal and interpersonal—that affected a given approach, theory or research study? In this paper, in addition to identifying a few of the most notable contributions to this literature, I will provide some of the back story that contributed to my career and inspired or significantly influenced my work. I will also highlight some of the lessons learned along the way.Download the PDF and read more...

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“…Prior research has used pebble‐in‐the‐pond in the design and development of entrepreneurship and biology training (Francom et al, ; Mendenhall et al, ). In addition, principles included in PIP are also used in industry as best practices in designing and developing online instruction (NETg, ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The pebble-in-the-pond is a content-centered approach beginning with an analysis focusing on a realworld problem and allows for rapid design and development of instruction (Merrill, 2002 ). Given the focus on solving real-world problems, Merrill's design approaches are used in a wide variety of instructional and training contexts, including information systems research (Francom, Bybee, Wolfersberger, Mendenhall, & Merrill, 2009 ;Mendenhall et al, 2006 ;NETg, 2002 ;Piccoli, Ahmad, & Ives, 2001 ).…”

Section: Introductionmentioning

confidence: 99%

Designing SQL Database Modules Using Correlation Coefficients and Linear Regression: A Content-Centered Approach

Mills¹,

Dupin-Bryant²,

Olsen³

2015

Perf. Improv.

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Information systems educators are increasingly incorporating business intelligence and analytics topics into information systems training. Educators often create modules independently, which can be difficult to effectively design given most information systems trainers have no formal training in instructional design. This article incorporates a content‐centered design model, pebble‐in‐the‐pond (Merrill, ), and provides an example of the design process using the topic of predictive analytics that information systems educators can follow to create instructional modules using sound instructional design considerations.

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A Task-Centered Approach to Entrepreneurship

Cited by 22 publications

References 1 publication

A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

A 50+ year search for effective, efficient and engaging instruction

Designing SQL Database Modules Using Correlation Coefficients and Linear Regression: A Content-Centered Approach

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