Theory Name: Elaboration Theory

Authors: Reigeluth, Charles

Associated Learning Theory
Cognitive Learning Theory

Model Description
Elaboration theory applies to the design of instruction for the cognitive domain. 7 major components: 1. An elaborative sequence, 2. Learning prerequisite sequences, 3. Summary, 4. Synthesis, 5 analogies, 6. Cognitive strategies, 7 learner control.

Specification of Theory
(a) Goals and preconditions
To select a sequencing of instruction that optimizes attainment of learning goals. You learn a small snip it and then elaborate on the small information learned.

(b) Principles
Instruction will be more effective if it follows an elaboration strategy. There are four types of relationships important in the design of instruction; conceptual, procedural, theoretical and learning pre-requisites.

(c) Condition of learning
You want instructional sequencing to make sense. You want to foster meaning-making and motivation, allow students to make many scope and sequence decisions on their own. You want an approach that facilitates rapid prototyping in the instructional development processes and the integration of viable approaches to scope and sequence into a coherent design theory.

(d) Required media
None

(e) Role of facilitator
The facilitator must know how to present material starting with the simplistic form of the material working to the most complex presentation of the material.

(f) Instructional strategies
1. Conceptual elaboration sequence

a. Use this approach when the goals call for learning many related concepts
b. Broadened concepts before the narrower detailed ones.
c. Use either a topical or spiral approach
d. Use supporting content to help elaborate.

2. Theoretical elaboration sequence

a. Use this approach when the goals call for learning many related principles
b. Teach broader then narrower concepts.
c. Use either a topical or spiral approach
d. Teach supporting content to help elaborate
e. Group principles and their supporting content into “learning episodes”
f. Give students some choice as to which principle to elaborate upon first/next.

3. Simplifying conditions sequence

a. Use this approach when the goals call for learning a task of at least moderate complexity.
b. Teach a simpler version of a task before teaching the more complex versions.
c. For procedural tasks focus on teaching steps, heuristic tasks focus on the principles, and for a combination of both tasks teach steps in the way an export would think of the task.
d. Teach supporting content together with the tesps to which they are most closely related.
e. Group steps/principles and their supporting content into “learning episodes.”
f. Give students some choice as to which versions of the task to learn next.

(g) Assessment method
Follow standard cognitive ways of testing. Since the information is presented to students in many ways you want to assess them in many ways. I.E. multiple choice tests, oral presentations…

Formative Research & Application
(a) Tested context: Higher Ed, Business
(b) Research method: Qualitative
(c) Research description: Case studies.
(d) Resources