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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 suggestions on **how to organize different types of instruction**.
-The key principle is that the **content should be organized starting from the simplest** and then increasing order of complexity and that **learner has to develop a concept in which new ideas will be meaningful and well accepted**.
-Elaboration theory suggests **instruction should be organized in the following eight strategies**:
-  * **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**). **Sequencing** content **within a lesson** can according to elaboration theory be:
-      * **topical** (topic is studied in depth before moving to the next one)
-      * **spiral** (firstly all topics are briefly introduced before going into details about each of them)
-  * **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** (suggest learners to exercise control over instructional strategies and content)
-According to [[http://tip.psychology.org/reigelut.html|TIP]] Reigeluth (1983) provides the following summary of a theoretical epitome for an introductory course in economics:
-  - Organizing content (principles)- the law of supply and demand
-    * An increase in price causes an incease in the quantity supplied and a decrease in the quantity demanded.
-    * A decrease in price causes a decrease in the quantity supplied and an increase in the quantity demanded.
-  - Supporting content - concepts of price, supply, demand, increase, decrease
-===== Critics =====
-One of the critics or limitations of this model comes from distinguishing between only three different knowledge types (theories, procedures and concepts). This is a simplifying design constraint, yet there are [[http://rer.sagepub.com/content/61/3/315.abstract|surveys]] that resulted in different, sometimes significantly larger number of knowledge categories.
-Another critic of this theory bases on the used assumption that most general concepts are always closest to learner's prior understanding, which has shown to be unfounded by [[http://carbon.ucdenver.edu/~bwilson/elab.html|Wilson and Cole]].
-Critics resulted in a new approach presented by Reigeluth in 1999, called [[simplifying conditions method]] (SCM).
-===== Bibliography =====
-[[http://carbon.ucdenver.edu/~bwilson/elab.html|Wilson, Brent, and Peggy Cole. “A critical review of elaboration theory.” Educational Technology Research an Development 40, no. 3 (9, 1992): 63-79.]]
-[[http://tip.psychology.org/reigelut.html|TIP: Elaboration Theory.]]
-[[http://www.personal.psu.edu/wxh139/Elaborate.htm.|“Reigeluth's Elaboration Theory.”]]

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