Charles Reigeluth’s Elaboration (EL) Theory is interesting. The intent is to allow learners to grow in stages and build on skills acquired after each lesson. I believe this idea has merit and enables a tremendous amount of in-depth understanding versus cursory acknowledgment. However, as you mentioned, each student is different and has prior knowledge and experience that cannot be ignored. I understand Charles may want to “wipe the slate clean” to allow new information to be cemented but prior experience has benefits too. Their learning levels must be considered or introducing material too slowly or thoroughly could adversely effect a very knowledgeable student through boredom. Therefore, I can see the benefit or utilizing the micro versus macro version of the EL theory.
As you noted, EL theory has some great key strengths; one being the Epitome concept of showing students what they will be learning. Sharing with them the big picture helps them see the reason behind the requirements and can be quite motivating. The layered information “chunking” is a good start and once the teacher feels confident that students’ grasped the information, I hope they reach a point in the curriculum that allows creative thought.
Pappas, C. (2014, December 6). Instructional Design Models and Theories: Elaboration Theory. Retrieved from eLearning Industry: http://elearningindustry.com/elaboration-theory
Suzy, Nice explanation. Like Tynisa, I also like the idea of keeping the big picture in front of the students. As a math teacher, I see that students often learn individual skills but fail to understand their interconnectedness or fail to choose the best strategies when presented with a new problem. In an online setting, I could see an application of this theory to keep the big ideas out in front and create activities that connect the micro objectives to the macro. Jeremy
Suzy, I enjoyed your presentation format and the concise and structured message delivered. Instructional design that improves learning while also improving motivation is tremendously important. Reigeluth’s EL theory provides the learner with an overview of what they are learning and how the activities will support that end. I find that very helpful as a learner and appreciate instruction that offers me opportunities to move from simple to complex tasks. After reading more about the theory, the distinction between content modes (conceptual, procedural, or theoretical) became a little clearer with respect to instructional design (Reigeluth, 1979). You pointed out several weaknesses of the theory, which should be considered. Clark (2013) stated that epitomes should be thoroughly examined to ensure that each learner has the critical knowledge to learn the content and if not strategies should be implemented to provide that knowledge.
Clark, D.R. (2013). Reigeluth’s elaboration theory for instructional design. Retrieved from http://www.nwlink.com/~donclark/hrd/learning/id/elaboration_theory.html
Reigeluth, C. (1979). In search of a better way to organize instruction: The elaboration theory. Journal Of Instructional Development, 2(3), 8-15. Retrieved from http://www.researchgate.net/profile/Charles_Reigeluth/publication/226373171_In_search_of_a_better_way_to_organize_instruction_The_elaboration_theory/links/02e7e5380ad946b3ce000000.pdf
Good work on this! Now- how will you apply your knowledge to the development of your ISD project!
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Suzy (Comment from Tynisa Haskins),
ReplyDeleteCharles Reigeluth’s Elaboration (EL) Theory is interesting. The intent is to allow learners to grow in stages and build on skills acquired after each lesson. I believe this idea has merit and enables a tremendous amount of in-depth understanding versus cursory acknowledgment. However, as you mentioned, each student is different and has prior knowledge and experience that cannot be ignored. I understand Charles may want to “wipe the slate clean” to allow new information to be cemented but prior experience has benefits too. Their learning levels must be considered or introducing material too slowly or thoroughly could adversely effect a very knowledgeable student through boredom. Therefore, I can see the benefit or utilizing the micro versus macro version of the EL theory.
As you noted, EL theory has some great key strengths; one being the
Epitome concept of showing students what they will be learning. Sharing with them the big picture helps them see the reason behind the requirements and can be quite motivating. The layered information “chunking” is a good start and once the teacher feels confident that students’ grasped the information, I hope they reach a point in the curriculum that allows creative thought.
Pappas, C. (2014, December 6). Instructional Design Models and Theories: Elaboration Theory. Retrieved from eLearning Industry: http://elearningindustry.com/elaboration-theory
Suzy,
ReplyDeleteNice explanation. Like Tynisa, I also like the idea of keeping the big picture in front of the students. As a math teacher, I see that students often learn individual skills but fail to understand their interconnectedness or fail to choose the best strategies when presented with a new problem. In an online setting, I could see an application of this theory to keep the big ideas out in front and create activities that connect the micro objectives to the macro.
Jeremy
Suzy,
ReplyDeleteI enjoyed your presentation format and the concise and structured message delivered. Instructional design that improves learning while also improving motivation is tremendously important. Reigeluth’s EL theory provides the learner with an overview of what they are learning and how the activities will support that end. I find that very helpful as a learner and appreciate instruction that offers me opportunities to move from simple to complex tasks. After reading more about the theory, the distinction between content modes (conceptual, procedural, or theoretical) became a little clearer with respect to instructional design (Reigeluth, 1979). You pointed out several weaknesses of the theory, which should be considered. Clark (2013) stated that epitomes should be thoroughly examined to ensure that each learner has the critical knowledge to learn the content and if not strategies should be implemented to provide that knowledge.
Clark, D.R. (2013). Reigeluth’s elaboration theory for instructional design. Retrieved from http://www.nwlink.com/~donclark/hrd/learning/id/elaboration_theory.html
Reigeluth, C. (1979). In search of a better way to organize instruction: The elaboration theory. Journal Of Instructional Development, 2(3), 8-15. Retrieved from http://www.researchgate.net/profile/Charles_Reigeluth/publication/226373171_In_search_of_a_better_way_to_organize_instruction_The_elaboration_theory/links/02e7e5380ad946b3ce000000.pdf