Instructional Transaction Theory (ITT): Instructional Design Based on Knowledge Objects

M. David Merrill

Goals and preconditions. ITT is intended to foster almost any kind of learning in the cognitive domain, though this chapter focuses on just a few kinds of learning. No preconditions are identified.

Values. Some of the values upon which this theory is based include:

1. efficient learning process (via carefully defined learning strategies),
2. efficient instructional design process through automation,
3. efficient simulation design through automation,
4. combining simulations with tutorial instruction,
5. the power of exploration with guidance,
6. adapting instruction to individual students in real time as their needs change during learning.

Methods. Here are the major methods this theory offers:

1. Present the goal of the instruction
2. Provide an open-ended learning environment
   1. Simulation
      1. Diagram
      2. Learner can perform any action possible in the real-world environment
      3. Learner can reverse any action
3. "Identify" transaction: for learning the name, location, and function of parts of a device:
   1. Presentation
      1. Explore the names, Explore the functions, Tell me about the parts (name, location, function)
   2. Practice
      1. Let me locate the parts, Let me name the parts, Let me identify the functions of the parts
   3. Immediate feedback
   4. Score
   5. Sampling with replacement
4. "Execute" transaction: for learning to perform a procedure:
   1. Hands-off demonstration (action - consequence)
   2. Practice
      1. Simon says (direction - consequence), Do the next step (consequence),You do it (consequence)
   3. Feedback
   4. Guidance
      1. Progression of practice from highly guided to unguided
      2. Provide explanations (what happened, why)
5. "Interpret" transaction: for learning to explain, predict, trouble-shoot:
   1. Presentation
      1. Exploration: explain (what happened, why it happened)
   2. Practice
      1. Predict (what happens next, why), Trouble-shoot (fault, what happened, why)
      2. Control panel (set conditions to attain a consequence)
   3. Guidance
      1. Explanation (what caused the consequence)

   (The above represent but three of the 13 kinds of instructional transactions identified so far by this theory)

6. Adapt the instruction to the learner and allow learner choices during instruction

Major contributions. Greatly reduces the time it takes to design and develop instruction. Is based on proven principles of instruction. Deals with many kinds of learning (in addition to the ones describe in this chapter).