instructional_design:elaboration_theory
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instructional_design:elaboration_theory [2011/03/14 10:33] jpetrovic [Read more] |
instructional_design:elaboration_theory [2023/06/19 16:03] (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**. 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**: | + | 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}}]] | ||
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| * **Learner control** can also increase effectiveness of learning. Reigeluth suggest learners should practice control over instructional strategies and content. | * **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 thet 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//"(( |
| + | [[http://www.springerlink.com/content/5767wv8842k78q2g/|Reigeluth, Charles M. Elaborating the elaboration theory. Educational Technology Research and Development 40, no. 3: 80-86. September 1992.]])). This representative would serve as an epitome of the course. | ||
| ===== Criticisms ===== | ===== Criticisms ===== | ||
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| [[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: 63-79. September 1992.]] | [[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: 63-79. September 1992.]] | ||
| - | [[http://www.learning-theories.com/elaboration-theory-reigeluth.html|Elaboration Theory (Reigeluth) at Learning Theories.]] | + | [[http://www.learning-theories.com/elaboration-theory-reigeluth.html|Elaboration Theory (Reigeluth) at Learning Theories.]] Retrieved March 11, 2011. |
| - | [[http://tip.psychology.org/reigelut.html|TIP: Elaboration Theory (C. Reigeluth).]] | + | [[http://tip.psychology.org/reigelut.html|TIP: Elaboration Theory (C. Reigeluth).]] Retrieved March 8, 2011. |
| - | [[http://www.personal.psu.edu/wxh139/Elaborate.htm|Ho, Weny. Reigeluth's Elaboration Theory. Pennsylvania.]] | + | [[http://www.personal.psu.edu/wxh139/Elaborate.htm|Ho, Weny. Reigeluth's Elaboration Theory. Pennsylvania.]] Retrieved March 11, 2011. |
| ===== Read more ===== | ===== Read more ===== | ||
| - | Reigeluth, C.M. The elaboration theory: Guidance for scope and sequence decisions. In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory. (Volume II). Hillsdale, NJ: Lawrence Erlbaum Assoc. 1999. | + | [[http://books.google.hr/books?id=AbJc4Kg6XQoC&printsec=frontcover&dq=Instructional-design+theories+and+models&hl=hr&ei=xpTKTeuXBYWCOvWu0M8H&sa=X&oi=book_result&ct=result&resnum=1&ved=0CDkQ6AEwAA#v=onepage&q&f=false|Reigeluth, C.M. The elaboration theory: Guidance for scope and sequence decisions. In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory. (Volume II). Hillsdale, NJ: Lawrence Erlbaum Assoc. 1999.]] |
| [[http://www.springerlink.com/content/5767wv8842k78q2g/|Reigeluth, Charles M. Elaborating the elaboration theory. Educational Technology Research and Development 40, no. 3: 80-86. September 1992.]] | [[http://www.springerlink.com/content/5767wv8842k78q2g/|Reigeluth, Charles M. Elaborating the elaboration theory. Educational Technology Research and Development 40, no. 3: 80-86. September 1992.]] | ||
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