Component Display Theory

Abstract

There is no one-sentence “description ” of CDT, it is a complex, complete, interrelated, rule driven set of concepts and methods toward design of instruction. M. David Merrill devised a two-prong theory of instruction known as “Component Display Theory” (CDT). The first part is a descriptive theory, and the second part is prescriptive theory. The driving force for the development of this theory was learner-driven, computer based instruction, although the theory applies to all forms of instruction. This theory only looks at the cognitive domain. The theory deals with the micro-levels of instruction (teaching individual concepts or ideas). The theory works to separate content from instructional strategy, with an overarching result of providing a process by which content could be “plugged in ” to appropriate strategies aligned with certain content types and performances. Heavily influenced by Gagne’s Conditions for Learning, Merrill felt strongly that different learning outcomes require different instructional strategies. He also felt that the optimal instruction included multiple forms of information presentation. CDT is an early effort toward providing instructional designers with a theory for designing instruction, based on instruction type, and independent of content. This does

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