instructional_design:elaboration_theory
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instructional_design:elaboration_theory [2011/08/24 13:39] jpetrovic old revision restored |
instructional_design:elaboration_theory [2011/08/24 13:48] jpetrovic [What is elaboration theory?] |
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| ===== General ===== | ===== General ===== | ||
| - | Elaboration theory is one of the [[learning_paradigms:cognitivism|cognitivist models for instructional design]] proposed by [[http://www.indiana.edu/~syschang/decatur/bios/biographies.html|Charles Reigeluth]] and his associates in the late 1970s. It was based on the cognitive research findings available at the time and influenced by works of [[http://www.psych.nyu.edu/bruner/|Jerome Bruner]] (see: [[instructional_design:discovery learning]]) and [[http://www.davidausubel.org/|David Ausubel]] (see: [[learning_theories:assimilation theory]]). Very well accepted, elaboration theory was offering suggestions on how to **organize and sequence different types of instruction on macro level**.(([[http://www.springerlink.com/content/m9380ql6k1107801/|Reigeluth, Charles M. In search of a better way to organize instruction: The elaboration theory. Journal of Instructional Development 2, no. 3 : 8-15, 1979.]])) For organizing instructions on the micro level, Reigeluth suggested using [[http://mdavidmerrill.com/index.htm|Dave Merrill]]'s [[instructional_design:component display theory]]. | + | Elaboration theory is one of the [[learning_paradigms:cognitivism|cognitivist models for instructional design]] proposed by [[http://www.indiana.edu/~syschang/decatur/bios/biographies.html|Charles Reigeluth]] and his associates in the late 1970s. It was based on the cognitive research findings available at the time and influenced by works of [[http://www.psych.nyu.edu/bruner/|Jerome Bruner]] (see: [[instructional_design:discovery learning]]) and [[http://www.davidausubel.org/|David Ausubel]] (see: [[learning_theories:assimilation theory]])(([[http://tip.psychology.org/reigelut.html|Kearsley, Greg. Elaboration Theory (C. Reigeluth). The Theory Into Practice Database.]])). Very well accepted, elaboration theory was offering suggestions on how to **organize and sequence different types of instruction on macro level**.(([[http://www.springerlink.com/content/m9380ql6k1107801/|Reigeluth, Charles M. In search of a better way to organize instruction: The elaboration theory. Journal of Instructional Development 2, no. 3 : 8-15, 1979.]])) For organizing instructions on the micro level, Reigeluth suggested using [[http://mdavidmerrill.com/index.htm|Dave Merrill]]'s [[instructional_design:component display theory]]. |
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| The key principle of the elaboration theory is that the **content** being taught 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. | The key principle of the elaboration theory is that the **content** being taught 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. | ||
| - | In context of elaboration theory, Reigeluth distinguishes between domain expertise (the process of becoming an expert in the body of knowledge of a more theoretical discipline) and task expertise (the process of becoming an expert in the procedural knowledge of a discipline involving more practical tasks). In order to teach a student to become one of the two, elaboration theory suggests instruction should be organized in the following **eight strategies**(([[http://www.springerlink.com/content/m9380ql6k1107801/|Reigeluth, Charles M. In search of a better way to organize instruction: The elaboration theory. Journal of Instructional Development 2, no. 3 : 8-15, 1979.]] Cited by [[http://www.personal.psu.edu/wxh139/Elaborate.htm|Ho, Wenyi. Reigeluth’s Elaboration Theory.]])): | + | In context of elaboration theory, Reigeluth distinguishes between domain expertise (the process of becoming an expert in the body of knowledge of a more theoretical discipline) and task expertise (the process of becoming an expert in the procedural knowledge of a discipline involving more practical tasks). In order to teach a student to become one of the two, elaboration theory suggests instruction should be organized in the following **eight strategies**(([[http://www.springerlink.com/content/m9380ql6k1107801/|Reigeluth, Charles M. In search of a better way to organize instruction: The elaboration theory. Journal of Instructional Development 2, no. 3 : 8-15, 1979.]] Cited by [[http://www.personal.psu.edu/wxh139/Elaborate.htm|Ho, Wenyi. Reigeluth’s Elaboration Theory.]]))(([[http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED348040|Wilson, Brent, and Peggy Cole. A critical review of elaboration theory.” Educational Technology Research and Development 40, no. 3: 63-79, September 1992.]])): |
| [[http://pjrichardson.com/edit5370/mod7.html|{{ :images:elaborationtheory.jpg|Elaboration theory graphical overview. Image borrowed from: http://pjrichardson.com/edit5370/mod7.html. Click on the picture to follow the link}}]] | [[http://pjrichardson.com/edit5370/mod7.html|{{ :images:elaborationtheory.jpg|Elaboration theory graphical overview. Image borrowed from: http://pjrichardson.com/edit5370/mod7.html. Click on the picture to follow the link}}]] | ||
instructional_design/elaboration_theory.txt · Last modified: 2023/06/19 18:03 (external edit)
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