User Tools

Site Tools


instructional_design:elaboration_theory

Differences

This shows you the differences between two versions of the page.

Link to this comparison view

Both sides previous revision Previous revision
Next revision
Previous revision
instructional_design:elaboration_theory [2011/08/24 13:17]
jpetrovic [What is elaboration theory?]
instructional_design:elaboration_theory [2023/06/19 18:03] (current)
Line 4: Line 4:
 ===== 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]].
  
  
Line 11: Line 11:
 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.1314184676.txt.gz · Last modified: 2023/06/19 17:49 (external edit)