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instructional_design:elaboration_theory [2011/08/24 13:36]
jpetrovic [What is elaboration theory?]
instructional_design:elaboration_theory [2023/06/19 18:03] (current)
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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}}]]
  
-^  1. Structure organizing ​ | +  * **Structure organizing** can be conceptual (presenting objects, or ideas with certain common characteristics),​ procedural (presenting a set of actions in order to accomplish a goal) or theoretical (presents theoretical aspects, causes and effects). Selected organizing structure must reflect course'​s main focus. According to Reigeluth, every course holds one of this three to be more important than the other two. 
-Structure organizing can be conceptual (presenting objects, or ideas with certain common characteristics),​ procedural (presenting a set of actions in order to accomplish a goal) or theoretical (presents theoretical aspects, causes and effects). Selected organizing structure must reflect course'​s main focus. According to Reigeluth, every course holds one of this three to be more important than the other two. | +  ​* **Sequencing** content((Describes the order in which the information needs to be taught)) ​in increasing order of complexity. Course ​should ​be started ​with the most basic and more complex ones should be built on them. 
- 2. Sequencing content ​ | +  ​* **Within-lesson sequencing** can regardless ​to the organizing ​structure be **topical** (topic is studied in depth before moving to the next one) or **spiral** (firstly all topics are briefly introduced before going into details about each of them). Sequencing content **within a lesson** ​with respect to the selected type of organizing structure ​should
-| Content should ​be sequenced ​in increasing order of complexity: a course ​should ​start with the most basic and more complex ones should be built on them. | +     * for theoretically organized instruction ​present ideas from **simple to complex**, 
- 3. Within-lesson sequencing ​ | +     * for procedures present ​steps in their **order of appearance**,​ and 
-| Regardless ​to the structure ​organizing, within-lesson sequencing can be **topical** (topic is studied in depth before moving to the next one) or **spiral** (firstly all topics are briefly introduced before going into details about each of them). Sequencing content **within a lesson** should present ​theoretical ​ideas from **simple to complex**, steps of a procedure ​in their **order of appearance**,​ and conceptually organized instructions from more familiar and general concepts. ​| +     * for conceptually organized instructions ​start from more familiar and general concepts. 
- 4. Summarizers ​ | +  ​* **Summarizers** (content ​reviewerspresented as a learned rule followed by example and practice materials. 
-| Content ​reviewers ​should be presented as a learned rule followed by example and practice materials. ​| +  ​* **Synthesizers** (diagrams, images or other) to enable easier meaningful integration and assimilation of new knowledge into existing knowledge. 
- 5. Synthesizers ​ | +  ​* **Analogies** to enable easier relation of new knowledge to prior knowledge. 
-| Diagrams, images or other synthesizers ​enable easier meaningful integration and assimilation of new knowledge into existing knowledge. ​| +  ​* **Cognitive strategy activators** in terms of images, diagrams or simply directions to mentally represent learned content. 
- 6. Analogies ​ | +  ​* **Learner control** can also increase effectiveness of learning. Reigeluth suggest learners should practice control over instructional strategies and content.
-Analogies enable easier relation of new knowledge to prior knowledge. ​| +
- 7. Cognitive strategy activators ​ | +
-in terms of images, diagrams or simply directions to mentally represent learned content. ​| +
- 8. Learner control ​ | +
-can also increase effectiveness of learning. Reigeluth suggest learners should practice control over instructional strategies and content. ​|+
  
 [[instructional_design:​elaboration_theory&#​criticisms|Criticisms]] of the elaboration theory resulted in a new more holistic approach presented by Reigeluth in 1992, called simplifying conditions method (SCM). In simplifying conditions method Reigeluth suggested instructional designers should "//​work with experts to identify a simple case that is as representative as possible of the task as a whole//"​(( [[instructional_design:​elaboration_theory&#​criticisms|Criticisms]] of the elaboration theory resulted in a new more holistic approach presented by Reigeluth in 1992, called simplifying conditions method (SCM). In simplifying conditions method Reigeluth suggested instructional designers should "//​work with experts to identify a simple case that is as representative as possible of the task as a whole//"​((
instructional_design/elaboration_theory.1314185806.txt.gz · Last modified: 2023/06/19 17:49 (external edit)