Piet Kommers is Assistant Professor in the Faculty of Educational Science and Technology at Twente University in the Netherlands. Since December 1999 he was awarded with a Honorary Professorship by the International Research & Training Center of UNESCO at Kiev in The Ukraine. His specialties are ‘Hypermedia’, ‘Knowledge Representation’, 'Virtual Reality' and ‘Concept Mapping’.
In the last fifteen years Professor Kommers accompanied more than 30 Master theses in the area of media-based learning systems, learning organizations, virtual communities and more recently on artistic elements in communication. He was Director and Scientific Editor of NATO’s Advanced Research Workshop on ‘Cognitive Tools for Learning’ in 1991. Based upon Graph Theory and SGML meta-information he defined information management procedures, to be used for the design and the maintenance of technical documentation and CD-ROM based encyclopedias for learning. He was executive manager in industrial hypermedia projects for Philips Electronics and Elsevier Publishers. He coordinated partners in the European DELTA projects SAFE and COSYS. Since 1994 he is member of the MedCampus CogTech Summer schools in Antalya and Izmir (Turkey) and Amman (Jordan).
His dissertation called ‘Hypertext and the Acquisition of Knowledge’ addressed the evoked learning effects while exploratory studying via hypertext.He is advisor in a number of European Research Projects in the streams of Esprit, Socrates, Tempus and Copernicus. In the EdMedia 1997 in Calgary he was invited speaker. In the EdMedia98 conference at Freiburg he presented a workshop on Conceptual Representations for Educational System Design. He is senior project member of the Twente University Innovation Project "Idylle" aiming at the further integrating Telematic methods into teaching and learning communities.
Currently the chairman of the Department of Educational Instrumentation and Cognitive Ergonomics, he facilitates the further integration of the Art Academy in the Faculty of Education and the Communication Studies Program. Besides his involvement in the TART (Technology and Art) among the students on the campus he plays an active role in chamber music, opera and recordings of Trofimenko's exotic rag times and the Brahms violin sonatas.
Professor David Merrill has been an outstanding researcher and scholar in educational technology for past three decades of his professional life. His main research contributions to educational community can be summarised in terms of three main theories:
Component Display Theory which is an instructional design theory, cited as a major contribution to Instructional Psychology (Gagne & Dick, Annual Review of Psychology, 1984).
Elaboration Theory which was developed in collaboration with Charles M. Reigeluth. It is an instructional design theory which extends Component Display Theory to content structure and sequence. It has been cited as a major contribution to Instructional Psychology (Gagne & Dick, Annual Review of Psychology, 1984).
Instructional Transaction Theory which has been developed in collaboration with ID2 Research Group at Utah State University. It is an instructional design theory designed to enable the development of intelligent computer-based instructional design tools.
Professor Merrill has received a number of honours throughout his career and was listed among the most productive Educational Psychologists (Gordon, et al, Educational Researcher , Aug/Sep1984), among the most frequently cited authors in the computer-based instruction literature (Wedman, Journal of Computer-Based Instruction, Summer 1987), ranked among the most influential people in the field of Instructional Technology (Moore & Braden, Performance & Instruction, March 1988.). His publications include 65 journal articles, 12 books, 16 chapters in edited books, 123 Technical reports, 2 book reviews, 2 columns, 18 instructional computer products, 5 expert system prototypes, and 3 other instructional products.
He has contributed to more than 40 workshops and seminars world-wide primarily on instructional design, authoring systems and the use of computers in instruction. He has also presented in more than 100 meetings of professional associations in which he holds membership: American Educational Research Association (AERA), Association for Educational Communications and Technology (AECT), American Psychological Association (APA), Association for the Development of Computer-Based Instructional Systems (ADCIS), and National Society for Performance and Instruction (NSPI). He has also delivered more than 25 key note addresses at the national meetings of other professional associations.
Professor Merrill is currently consulting with a number of companies on the application of ID2 theory and technology. He is also writing a book bringing together a co-ordinated presentation of ID2 theory. The working title is "Components of Instruction: An Effective and Efficient Approach to Instructional Design."
Below is a list of selected papers from his recent publications over last five years:
- Merrill, M. David with Twitchell, David G. (Ed.) (1994). Instructional Design Theory. Englewood Cliffs, NJ: Educational Technology Publications.
- Merrill, M. David and the ID2 Research Group. (1996). Instructional Transaction Theory: instructional design based on knowledge objects. Educational Technology, 36(3), 30-37.
- Merrill, M. David (1997). Learning-oriented instructional development tools. Performance Improvement 36(3), 51-55.
- Merrill, M. David (1997). Instructional strategies that teach. CBT Solutions, Nov./Dec. 1-11.
- Merrill, M. David (1998). Knowledge objects. CBT Solutions, March/April, 1-11.
- Merrill, M. David & ID2 Research Group (1998). ID Expert: a second generation instructional development system. Instructional Science, 26(3,4), 234-262.