instructional_design:elaboration_theory
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instructional_design:elaboration_theory [2011/08/24 11:37] jpetrovic [What is elaboration theory?] |
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**.(([[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. |
| - | ^ 2. Sequencing content | 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. | | + | * **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. |
| - | ^ 3. Within-lesson sequencing | 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. | | + | * **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: |
| - | ^ 4. Summarizers | Content reviewers should be presented as a learned rule followed by example and practice materials. | | + | * for theoretically organized instruction present ideas from **simple to complex**, |
| - | ^ 5. Synthesizers | | + | * for procedures present steps in their **order of appearance**, and |
| - | | Diagrams, images or other synthesizers enable easier meaningful integration and assimilation of new knowledge into existing knowledge. | | + | * for conceptually organized instructions start from more familiar and general concepts. |
| - | ^ 6. Analogies | Analogies enable easier relation of new knowledge to prior knowledge. | | + | * **Summarizers** (content reviewers) presented as a learned rule followed by example and practice materials. |
| - | ^ 7. Cognitive strategy activators | in terms of images, diagrams or simply directions to mentally represent learned content. | | + | * **Synthesizers** (diagrams, images or other) to enable easier meaningful integration and assimilation of new knowledge into existing knowledge. |
| - | ^ 8. Learner control | can also increase effectiveness of learning. Reigeluth suggest learners should practice control over instructional strategies and content. | | + | * **Analogies** to enable easier relation of new knowledge to prior knowledge. |
| + | * **Cognitive strategy activators** in terms of images, diagrams or simply directions to mentally represent learned 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 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//"(( | ||
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