Criteria

Elaboration Theory

Primary Contributors

Charles Reigeluth

Reference

(Reigeluth, 1999)

Goals

To help select and sequence content in a way that will optimize attainment of learning goals. 

General

Characteristics

  • More cognitivist than constructivist since content is determined by teacher and sequence choices while chosen by students are determined by teacher
  • holistic approach that fosters meaning making and motivates learning
  • extension of Ausubel’s advance organizers and Bruner’s spiral curriculum
  • sequencing depends on relationships between topics
  • elaborative sequencing provides scaffolding
  • 7 major strategy components
    1. elaborative sequence
    2. learning prerequisite sequences
    3. summary
    4. synthesis
    5. analogies
    6. cognitive strategies
    7. learner control
  • Problem:  determining broad representation of ill-structured problems is next to impossible, some also think that starting in the middle and not the broadest is more appropriate, the broadest may not be what is closest to the learner’s prior knowledge (Wilson & Cole, 1992)

What is Knowledge?

  • concepts, principles or procedural tasks
  • Knowledge is seen by the learner as broad, inclusive representations of tasks and solutions to those tasks
  • Problem with this may be that researchers can not agree that there are just three types of knowledge categories.  Spiro et al. (1991) would disagree with this theoretical perspective.

Type of Learning

Medium to complex kinds of cognitive and psychomotor learning

task or domain expertise

Control of Learning

Learner-centered: learner determines what is to be learned

Focus of Learning

Conceptual elaboration sequence – concepts (what)

  • goal – learning many related concepts
  • teach broader, more inclusive concepts first then narrow
  • teach supporting concepts along side main concepts
  • student chooses concept order (topical or spiral sequencing)

Theoretical elaboration sequence – principles (why)

  • goal – learning many related principles

Simplifying conditions sequence – moderately complex tasks

Grouping for Learning

Individual learning

could be small groups but individuals control their own learning

Interactions for Learning

interaction is determined by the student depending on the need to facilitate learning

Support for Learning

Instructor facilitates learning by helping to provide resources

 

Relevant use to K-12 Education

Kind of difficult to do in the current system.  The needs of the K-12 environment are less clear since they depend on individual values.  Students have interests of their own separate from those in “control” of the system.  The need for individual attention and time is a unavailable resource.  Will be helped with greater more effective use of technology.  The benefits may not become apparent for many years.

Relevant research

Parallel elaboration of multiple strands of content -  One study by Beissner & Reigeluth (1994) , discusses the possibility of sequencing an entire course even with different (procedural and theoretical –descriptive and prescriptive) content orientations through parallel elaboration sequences.