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Instructional Design Models, Theories & Methodology

Elaboration theory is a model for sequencing and organizing instruction proposed by Charles Reigeluth in the 1970s. It extends Ausubel's advance organizer theory and Bruner's spiral curriculum. The theory proposes organizing content from basic to complex concepts using seven strategies: an elaborative sequence, organizing, summarization, synthesis, analogy, cognitive strategy activation, and learner control. It allows learners to make scope and sequence decisions. Strengths include facilitating rapid prototyping and holistic sequencing. Weaknesses include requiring complex content and not accommodating prior knowledge. It is similar to constructivism in building upon basic ideas repeatedly.

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206 views2 pages

Instructional Design Models, Theories & Methodology

Elaboration theory is a model for sequencing and organizing instruction proposed by Charles Reigeluth in the 1970s. It extends Ausubel's advance organizer theory and Bruner's spiral curriculum. The theory proposes organizing content from basic to complex concepts using seven strategies: an elaborative sequence, organizing, summarization, synthesis, analogy, cognitive strategy activation, and learner control. It allows learners to make scope and sequence decisions. Strengths include facilitating rapid prototyping and holistic sequencing. Weaknesses include requiring complex content and not accommodating prior knowledge. It is similar to constructivism in building upon basic ideas repeatedly.

Uploaded by

Ronnil Fernandez
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Instructional Design Models, Theories & Methodology:

ELABORATION THEORY
This theory was given by Charles Reigeluth (Indiana University) and associates in late 1970s. It is a
model for sequencing and organizing courses of instruction. This theory is an extension of Ausubel's
advance organizers and Bruner's spiral curriculum.
It is a descriptive theory concerned with the manner in which the cognitive domain (as described by
Gagne) is structured.
The theory is a model for making scope and sequence decisions, to simplify the content or task. For
Reigeluth this is a strategy for conceptual presentation in which concepts are organized and presented in
increasing order of complexity. This is a "chunking down”. Initially the instructor can use basic ideas to
represent the content of the lesson and then details and variations can be filled in later classes. In each
lesson the earlier ideas, skills are briefly reviewed. A main component of this theory is for the learners to
identify meaningful ways to apply the information or skills learned by them in the real world.
This theory proposes seven major strategy components:
1. An Elaborative Sequence : It is the most important step in elaboration. It can take many forms such as
advance organizer, spiral curriculum or an overview.
a. Conceptual sequence: It is used when there are many related concepts to be learned.
b. Procedural sequence: It is used when a task of moderate complexity is to be learned.
c. Theoretical sequence: It is used when there are many related principles to be learned.
2. Organize: This step elaborates upon organizing the content in the first level.
3. Summarization: To review systematically, a summarizer is created.
4. Synthesis: This step integrates and interrelates the ideas. It helps in facilitating deeper learning.
5. Analogy: It is the use of familiar idea or concept to introduce or define a new idea or concept.
6. Cognitive-Strategy Activator: The use of picture, diagrams and other elements force the learner to
interact with sequence and content.
7. Learner Control: It deals with the freedom of learner to control the selection and sequencing of such
instructional elements as content, rate, components and cognitive strategies

Use of Elaboration Theory:


This theory can be used with directed as well as constructivist learning
Who can use Elaboration Theory:
This theory assists teacher/designer to manage instructions.
Strengths of Elaboration Theory:
 It allows the learners to make many scope and sequence decisions on their own.
 It facilitates rapid prototyping in instructional development process.
 The sequence of instruction is holistic.
 Integrates viable approaches to scope and sequence into coherent theory.
Weaknesses of Elaboration Theory:

 Content needs to be fairly complex.


 It does not accommodate learner's prior knowledge.
 Use of 3 primary structures (conceptual, procedural, theoretical ) is a design constraint.
 There is no prescription for providing authentic/situated learning.

Similarities to other models/theories:

 Reigeluth's Elaboration Theory is an extension of Ausubel's advance organizers and Bruner's


spiral curriculum. Bruner's spiral curriculum proposes a teaching approach in which each subject
or skill area is revisited at intervals, at a more sophisticated level each time. Whereas Ausubel 's
theory is concerned with how individuals learn large amounts of meaningful materials from
verbal or textual presentations (in school setting).
 He emphasized the use of advanced organizers and considered them to act as a bridge between
new learning materials and the existing related ideas. This theory is also similar to Constructivism
(learning theory). According to Constructivism the instructors/facilitators should first introduce
the basic ideas of the topic/subject area and then revisit to build upon these ideas repeatedly.

Reference: https://k3hamilton.com/LTech/elaboration.html

Reporters:
Renz Mark C. Macaranas
Ronnil F. Fernandez

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