Elaboration Theory
Biography
Charles Reigeluth earned his A.B. cum laude from Harvard University in 1969, and his Ph.D. in Instructional Psychology from Brigham Young University in 1977. He is a former chair of Instructional Design, Development, and Evaluation Program at Syracuse University; and is currently on the faculty at Indiana University. Research interests include systemic school restructuring, elaboration theory and task analysis, computer-based simulation, text-book evaluation, and instructional strategies.
Theory
For Reigeluth, Elaboration is a strategy for conceptual presentation in which concepts are organized and presented in increasing order of complexity. This is a "chunking down" strategy. Initially, the instructor uses a few basic principles or ideas to represent the content of the lesson. Subsequent classes fill in details and variations. In each lesson, the earlier ideas and skills are briefly reviewed in a summary and synthesis portion of the lesson. A central component in elaboration theory is for learners to identify meaningful contexts for the application of the information or skills. Elaboration is a descriptive theory, concerned with the manner in which the cognitive domain (as described by Gagne) is structured.
Reigeluth contrasted two educational paradigms, the Industrial Age paradigm which is fading, and the Information Age paradigm which is just coming into widespread acceptance and usage.
INDUSTRIAL AGE
Standardization
Centralized control
Adversarial relationships
Autocratic decision making
Compliance
Conformity
One-way communications
Compartmentalization
Parts-oriented
Teacher as "King"
INFORMATION AGE
Customization
Autonomy with accountability
Cooperative relationships
Shared decision making
Initiative
Diversity
Networking
Holism
Process-oriented
Learner (customer) as "King"
Reigeluth's Elaboration Theory works at a macro level of cognition, in that it is primarily concerned with idea sequences of ideas more than the individual ideas. Sequencing begins with fundamental and representational ideas or core principles called epitomes in elaboration theory. Details and specifics are filled in as students master the basics and become ready for "elaboration". Thus the epitome serves as a skeleton which supports the particulars of the material to be learned. Epitomes can be concepts, procedures, or principles. In instruction designed according to Elaboration Theory, attention is given to developing better retention and transfer of knowledge and skills, and making learning motivational by connecting with meaningful contexts.
From the epitome, we can elaborate upon the organizing content presented therein. This is the first level of elaboration. The second level elaborates upon the organizing content in the first level. The process continues in the same way. The relationships that result between the levels are organized according to content including the prerequisites, thus, conceptual, procedural, theoretical and learning-prerequisite relationships. At each level and expanded epitome is used to create a means to elaborate upon the next level.
It should be noted that elaboration theory is best suited for teaching causal relationships and sequences rather than problem solving or facts. It works in conjunction with component-display theory, which deals with the micro aspects of instruction and works out the details of elaboration.
Learning Theory Bibliography
Brooks, C. T. (n.d.). The Elaboration Theory of Instruction. Retrieved March 1, 2003 from http://comp.uark.edu/~brooks/elaboration.html
Kearsley, G. (n.d.). Elaboration Theory. Retrieved November 9, /2002 from http://tip.psychology.org/reigelut.html
Reigeluth, C. R. (n.d.).
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