Reigeluth’s Elaboration Theory

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Reigeluth’s Elaboration Theory Lindsey Porta Instructional Design Spring 2016

Origin Charles Reigeluth, doctoral student of Merrill (Component Display Theory) Created in late 1970’s at University of Indiana Response to paradigm shift of teacher-centered to learner centered education Best for medium to complex cognitive and psychomotor learning

Dr. Reigeluth YouTube https://www.youtube.com/watch?v=3_3iy-O_03M Discussion of paradigm shift in education

Theory Principles Overview: each layer of instruction elaborates on previously presented ideas “Chunking”: configuring large amounts of information into smaller units, which are used as scaffolding in order to accommodate learning limitations “Cognitive Zoom”: Initially present a “wide-angle” view of learning topic and “zoom-in” Observe relationships between wide-angle subject shots and zoom details

Seven Strategy Components Sequence- each zoom is a sequence, sequence of ideas= epitome Organize Summarization- internal, within sets Synthesize-integrate, interrelate Analogy- use of familiar idea to introduce new ideas Cognitive-strategy activator- imbedded, detached Learner-control- control of instructional elements (i.e. content, rate, components, & cognitive strategies)

Values of theory According to Reigeluth Holistic, fosters meaning-making and motivation Learners make decisions based on scope and sequence Facilitates raping prototyping in instructional design process Useful approach to scope and sequence into coherent design

References Clark, D. (November 14, 2015) Reigeluth’s Elaboration Theory for Instructional Design. Retrieved from http:// www.learning-theories.com/elaboration-theory- reigeluth.html Culatta, R. (2015). Elaboration Theory. Retrieved February 11, 2016 from http:/ /instructionaldesign.org/ theories/elaboration-theory.html Learning-theories.com (n.d.) Retrieved February 13, 2016 from http://www.learning-theories.com