For a student to find meaning in their studies, they must make real-world connections. The material is more relevant to the learner when real-life examples from the learner’s life, peers, and the wider community are included.
As discussed earlier, Merril’s First Concepts of Instruction are a series of interconnected principles that, when correctly used in an instructional product or situation, will improve student learning. Educational researcher David Merrill identified and concentrated on these five principles in his study of instructional design theories and models: problem-centric, activation, demonstration, application, and integration.
Additionally, learning should be done both progressively and as a whole subject, with each stage in the learning process being applied to the full subject. This means that new learning should be demanding enough for the learner to be interested and engaged, but not so difficult that they feel overwhelmed, and that existing knowledge should be used to build new knowledge.
Multi-choice quizzes and other surface-level testing exercises only examine recent learning memory and do not assess deep grasp or mastery of the ideas. Learners will be able to create meaningful engagement with new learning through real-world, situational application of new knowledge over numerous classes.
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