elaboration_theory
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| - | ===== Elaboration Theory ===== | ||
| - | Elaboration theory is one of the [[cognitivism|cognitivist]] models for instructional design proposed by [[http://www.indiana.edu/~syschang/decatur/bios/biographies.html|Charles Reigeluth]] and his associates in 1970s. Very well accepted, it was offering detailed suggestions on how to organize different types of instruction. | ||
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| - | Elaboration theory suggests instruction should be organized in the following eight strategies: | ||
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| - | * organizing structure (conceptual, procedural or theoretical) | ||
| - | * sequencing content in increasing order of complexity | ||
| - | * within-lesson sequencing (based on type of organizing structure: for theoretically organized instruction present ideas from simple to complex, for procedures present steps in their order of appearance, for conceptually organized instructions start from more familiar and general concepts) | ||
| - | * summarizers (to review content) | ||
| - | * synthesizers (to enable easier meaningful integration of new knowledge) | ||
| - | * analogies (to enable easier relation to prior knowledge) | ||
| - | * cognitive strategy activators (images, diagrams or simply directions to mentally represent learned content) | ||
| - | * learner control (learners are encouraged to exercise control over instructional strategies and content) | ||
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| - | A key idea of elaboration theory is that the learner needs to develop a meaningful context into which subsequent ideas and skills can be assimilated. | ||
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