Sabine Reljic, ED834

Elaboration TheoryCharles M. Reigeluth’s

An Introduction

sabine@reljic.com

INTRODUCTIONWho: Charles Reigeluth (Indiana University) and

associatesWhen: In the late 1970sWhat: A model for sequencing and organizing courses

of instruction; an extension of Ausubel’s advance organizers and Bruner’s spiral curriculum; Merril’s first principles of instruction and component display theory

How: Instruction should be organized in increasing order of complexity for optimal learning.

Scope: design of instruction for the cognitive domain (higher education and training, also see Hoffman (1997)’s elaboration theory and hypermedia)

OVERVIEWReigeluth believes that instruction is made

out of layers and that each layer of instruction elaborates on the previously presented ideas.

By elaborating on the previous ideal, it reiterates, thereby improving retention

This layering has a zoom lens sequencing approach that runs from simple to complex and repeated general-to-specific

CONCEPTUAL MAP

Elaboration Theory

(H. Kim, 04/23/2002)

COMPONENTSElaborative sequence:

Choose organizing structure: conceptual, procedural, theoretical

Simple to complex sequence of lessonsWithin-lesson sequencing (forward chaining,

backward chaining, hierarchical sequencing, general to detailed sequencing, simple to complex sequencing)

Summary: internal/within-set reviewsSynthesis: integrates and interrelates

presented ideas (e.g., diagrams)Analogies: to reach the learner’s field of

experienceCognitive strategies: embedded/detached cuesLearner Control: motivation and relevance.

VALUES1. It values a sequence of instruction that is as holistic

as possible to foster meaning-decision and motivation.

2. It allows learners to make many scope and sequence decisions on their own during the learning process.

3. It is an approach that facilitates rapid prototyping in the instructional development process.

4. It integrates viable approaches to scope and sequence into a coherent design theory.

CRITICISMS1. No prescription for providing “authentic”

or “situated” learning2. The use of three primary structures

(conceptual, procedural, and theoretical) is a design constraint.

3. E.T. does not accommodate learners’ prior knowledge

Source: Learning-Theories.com

APPLICATION EXAMPLEConceptual elaboration sequence; Topical approach

1-Teach broader, more inclusive concepts before the narrower, more detailed concepts that elaborate them.

•The model of analysis of variance•One-way analysis of variance•Assumptions of analysis of variance

2-Teach “supporting” content (principles, procedures, information, higher-order thinking skills, attitudes, etc.) together with the concepts to which they are most closely related.

•Concepts of variance•F test and F ratio•Fellow-up test•How to read and write ANOVA table•How to run statistic applications and how to interpret the output of program•How to interpret ANOVA•Interaction

3-Group concepts and their supporting content into “learning episodes” that aren’t so large as to make review and synthesis difficult but aren’t so small as to break up the flow of the learning process

Teach the group of concepts using authentic research questions and data•One-way ANOVATwo-way•ANOVAThree-way ANO

4-Give students some choice as to which concepts to elaborate upon first/next

Context: Applied StatisticsLearning Goals: Select and interpret the statistical analysis appropriately in the Analysis of Variance.

Source: http://www.personal.psu.edu/users/h/x/hxk208/INSYS525/K_base1.htm

RESOURCES Instructional Design Models

http://web2.uwindsor.ca/courses/edfac/morton/instructional_design.htm

Knowledge Base and Webliography http://www.learning-theories.com/elaboration-theory-reigeluth.html

Reigeluth, C. (1992). Elaborating the elaboration theory. Educational Technology Research & Development, 40(3), 80-86

Reigeluth, C. (1999). 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. (pp. 425-459). Hillsdale, N. Lawrence Erlbaum Associates. (Do a Google Book Search)

Tip Psychology.org “Elaboration Theory” http://tip.psychology.org/reigelut.html