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Title: Agenda


1
Agenda
  • Elaboration Theory A Guide for Scope and
    Sequence Decisions
  • A. Overview of micro/macro approaches to ID
  • B. An analogy for Elaboration Theory
  • B.1 Sequencing
  • Sequencing Decisions
  • Sequencing Strategies
  • Topical
  • Spiral
  • B.2 Scoping
  • Scoping Decisions
  • C. What is an Elaboration Sequence?
  • C.1 Task Expertise
  • C.2 Domain Expertise
  • C.3 The Conceptual Elaboration Sequence
  • C.4 The Theoretical Elaboration Sequence
  • C.5 The Simplifying Conditions Method (SCM)
  • How to design an SCM sequence

2
Sources
  • The following resources were adapted for this
    class, to fit the time frame of EDER 673 for the
    2003 Winter Class
  • Riegeluth, C. (Ed.), (1999). The Elaboration
    Theory. In Instructional design theories and
    models - A new paradigm of instructional theory.
    Volume II. Lawrence Earlbaum Associates.
  • Reigeluth, C. (Ed.), (1983). The Elaboration
    Theory of Instruction. In Instructional design
    theories and models - An Overview of their
    current status. Volume I. Lawrence Earlbaum
    Associates.
  • Smith, P. L., Ragan, T. J. (1999).
    Instructional Design (2nd Ed.). New York Wiley.
  • These are all exellent sources for your future
    professional education teachnology library.

3
A. An overview of Micro and Macro level ID
ApproachesDesigning instruction to achieve a
learning/skill objective (to fill a gap)
Overview
  • Recall that Gagne wrote about the executive
    processes that an individual uses when learning
    (memory processes). These are micro level
    processes. At the micro level of instructional
    design, we design learning/instruction events so
    that the learners micro level cognitive
    processes to fit the conditions of learning - to
    assure the best learning chance for the student.
  • There are macro level approaches, that place the
    learner in the learning environment context,
    instead of focussing on the hierarchy
    instructional events suited for different types
    of learning.
  • Elaboration theory is a macro approach to the
    design of instruction.

4
A. An Overview Broad Overview of the Elaboration
Theory of Instruction
Overview
  • As creators of a learning event or environement,
    once we know the learners knowledge/performance
    needs, we then create the learning objectives or
    tasks to achieve the ideal learning/doing
    outcomes. We do this for the learner by designing
    instruction.
  • So then we need to consider instructional
    strategies.
  • Micro level instructional strategies are
    concerned with teaching a single idea. Micro
    level instruction strategies employ examples of
    that idea. (example Use the I before E except
    after C rule to spell the following words
    correctly).
  • Macro level instructional strategies relate to
    several ideas, and to sequencing those ideas to
    maximize learning. (Example Some spelling rules
    are tricky, and they change depending on the
    word. Read the story and find some of the words
    with an IE or EI before a C. What have you
    learned about spelling these kinds of words?

5
Overview
  • A. Some Macro Approaches to Designing
    Instruction
  • The Hierarchical approach to task analysis Gagne
    (1968, 1977) introduced the idea of the learning
    prerequisite (some knowledge must be acquired
    before other knowledge can be acquired). This
    gave rise to the hierarchical approach to task
    analysis (learn this, before you can learn that)
    Such complexity inherent to hierarchical design
    (too many if-then-elses) makes the hierarchical
    approach difficult for some design situations.
  • The Information Processing approach to task
    analysis described the procedure or order in
    which tasks should be performed, as opposed to
    the order in which they must be learned.
    (Merrill, 1971 Landa, 1974).
  • Instructional sequences were discovered that
    helped learners see relevance in learning
    (Ausubel, 1968). Ausubel said to start
    instruction with general level knowledge that
    subsumes the content that is to follow the
    remainder of instruction is then a process of
    gradually introducing more detailed specific
    knowledge about general ideas, like in Bruners
    (1960) spiral curriculum.
  • Elaboration theory is a macro approach to
    instructional design too.

6
A. Elaboration Theory A Flexible Macro Approach
to ID
Overview
  • The simple-to-complex sequence of instruction and
    learning prescribed by the Elaboration approach
    helps to ensure that the learner is always aware
    of
  • The importance of the different ideas that are
    being taught
  • The ability to learn at a level of complexity
    that is most meaningful to him
  • The ability to choose complexity that is
    comfortable, rather than plodding through levels
    of too-high or too-low complexity first.
  • The model is more learner centred and less
    teacher or content centred.
  • More holistic approaches to instruction can be
    accommodated by this method, as this method
    allows the proper scope (content) and sequence
    (ing) (ordering) of connected chunks of
    instruction within simulation, PBL (problem based
    learning), situated learning designs.
  • Because one can identify real-world version of
    the task or content domain.

7
B. An Analogy to help introduce you to the
theory
Overview
  • This method of instruction is, for the learner,
    like studying subject matter through a zoom
    lens.
  • The learners starts with a wide-angle view, which
    allows him/her to see the the major parts fo the
    picture and the major relationships among those
    parts, with little detail (macro view).
  • The learner then zooms in on a part of the
    picture. More sub parts can then be seen. After
    studying all the parts here, the person can zoom
    back out and study other parts, in context.
  • This is not unlike the foundations of contextual
    or constructivist instruction design - both
    approaches depend on designing the contexts for
    learning, and on learner cognitive processes.
  • The person could be forced to learn all parts
    at various zoom levels, or to skip to another
    part of the picture following their own
    interests. Or the learner can control the zoom
    level and the teacher can then be ready to teach
    at that level.
  • However, there are no prerequisite learnings
    required - like in Bruners spriral curriculum,
    learners work to deeper levels of complexity. As
    they go deeper, increasingly complex
    prerequisites exist, but they will already have
    been taught as part of the previous steps.

8
B.1 Sequencing
  • Sequencing requires the designer to make
    decisions about how to group and order content.
  • So the designer must also decide what content
    should be in each grouping.
  • Factors affecting sequencing
  • 1. The size of each group of content (the size of
    the learning event)
  • 2. The contents of each group of content
    (learning event)
  • 3. The order of components within each group of
    content (learning event)
  • 4. The order of the each group of content
    (learning events).

9
B.1 Sequencing depends on
1. The size of each group of content (learning
event)
2. The components of each learning event
10
B.1 Sequencing depends on
3. The order of components within each learning
event
A B C
D E F
4. And the order of the learning event
11
B.1 When Sequencing makes a difference to the
success of your ID
  • The difference depends on 2 factors
  • 1. The strength of the relationships between the
    topics
  • - if the course is about a bunch of unrelated
    topics (Software, Financing, Training, Planning),
    the order for teaching these topics will not
    matter as much.
  • - if the course is about a bunch of closely
    related topics (Software, hardware, platforms,
    networks, usability), the order for teaching
    these topics matters.
  • 2. the size of the learning event.
  • Usually when topics are closely related, as the
    size of the course increases, so does the
    importance of sequencing because most learners
    will have a tough time organizing improperly
    sequenced topics. More than a couple of hours to
    learn each topic means that sequencing is
    critical, then.

12
B.1 Sequencing Strategies
  • The Importance of (topic) relationships to
    designing a sequenced learning event
  • 1. No relationship between topics no importance
    for careful sequencing of the modules
  • 2. Good relationship a need for care and
    attention to module sequencing. Certain types of
    topics have single types of relations and should
    be sequenced as follows
  • a. historical topic sequences work when
    instruction sequencing can is based on a series
    of events (teaching plant growth or tectonics).
  • b. procedural topic sequences work when tasks
    or learning depends on a specific order of
    performance (filling a tooth cavity).
  • c. hierarchical seqeunces work when a keen
    relationship between the learning prerequisites
    among various skills and subskills that comprise
    a task exist (building a house)

13
B.1 Sequencing Strategies Two patterns exist
Topical and Spiral
  • 1. Topical sequencing
  • A topic is taught to whatever level of competency
    or understanding is required (to reach the
    learning goal you set) BEFORE teaching moves to
    the next topic.
  • Advantages Learners can focus on one topic and
    learn it deeply without skipping to another
    topic. All materials are used at one time.
  • Disadvantages After the learner moves on to the
    next topic, they can forget the previous one.
    Learners dont get an idea of the whold subject
    area until they finish the curriculum or course.

14
The Topical Sequencing Strategy
Start
End
15
B.1 Sequencing Strategies Two patterns exist
Topical and Spiral
  • 1. Spiral sequencing
  • Learners master a topic (or task) gradually in
    several passes. The learner learns the basis of
    one topic (or task) and then another, and
    another (they can even choose topics).. And
    moves on to another topic. The movement continues
    until mastery is reached (at your designed level
    of mastery) for all topics.
  • Advantages There is a built-in synthesis and
    review process. Interrelationships between topics
    may help the learner learn similar approaches
    within different topics in quick sequence
    (studying topics like how to drywall interior,
    exterior, wet and dusty rooms, for example as
    Topics A, B, C, then moving on to studying how
    to paint interior, exterior, wet and dusty rooms,
    for example as Topics A, B, C...). Cycling back
    to an earlier topic provides a review.
  • Disadvantages this is not a sequence for ADHD
    learners. Disruption occurs as topics switch
    frequently, and the efficient management of
    resources is tough. This is like teaching 8 CTS
    modules at once. But it can work very well.

16
The Spiral Sequencing Strategy
17
B.2 Scoping Strategies
  • Scoping is concerned with WHAT to teach, not WHEN
    to teach it. It focusses on the nature of the
    content to be taught/learned. Scoping requires
    decisions about what the learner needs and / or
    wants to learn.
  • If you dont teach the right content in your
    design, you miss the point of the needs and goal
    analysis. You miss the whole point!
  • In K-12, learning needs are vague and can be
    culture context dependent - the benefits of
    instruction are harder to measure/see. Still WHAT
    is taught is important, and it should fill a gap
    in student knowledge or performance, based on
    your needs assessment and goal analysis.
  • TRAINING Context Content Considerations
  • Organizational goals should match the content
  • Organizational and work / job requirements should
    match content
  • EDUCATION Context Content Considerations
  • Needs are less clear, are culture dependent,
    students have their own interests and benefits
    may take years to realize. Curriculum is the
    guide but multimedia constructivist praxis
    cause new scoping rules to be developed.

18
C. Elaboration Sequences
  • Elaboration sequences are founded on the idea
    that different sequencing strategies should be
    designed for different kinds of content (topics),
    and that different kinds of relationships with
    the content. (we can spiral lessons about the
    exploration (and comparison) of various European
    Governments, for example). For high expertise in
    this, systematic travel to similar (Education)
    departments in each country might occur, followed
    by another round of travel to the same countries
    to study a different department (Finance).
  • So the kind and level of expertise you expect
    from the lesson(s) or course (s) will vary
    depending on the kind of expertise you want to
    develop. (IE are you training tax collectors the
    case above, or are you educating Federal
    Economists?).
  • Elaboration theoriests define 2 kinds of
    expertise in elaboration
  • 1. Task Expertise (learner becomes an expert in
    one task(tax collector)
  • 2. Domain Expertise (learner is an expert in a
    body of subject matter not tied to any one task
    (economics).

19
PART C
  • TYPES of ELABORATIONSEQUENCES

20
C.1 Elaboration Sequences Task Expertise
  • Task Expertise Elaboration theory only works to
    instruct complex tasks. The simple-to-complex
    model works well to train tax collectors or to
    educate PERL programmers.
  • Problems tackled should be within Vygotskys zone
    of proximal developlment - then the learner
    pushes beyond that.
  • Cause-effect relationships are established so the
    learner can understand and learn elements and
    combined element concepts, backing in and out of
    these relations offers abstract learning
    opportunity, analysis and synthesis.

21
C.2 Elaboration Sequences the 2 kinds of
Domain Expertise
Domain Expertise Domain expertise ranges from
simple to complex. Tax collectors can walk door
to door, or help develop new GST systems. The
idea is to design learning and teaching that goes
from simple to complex. Start with the broadest,
most inclusive ideas (social service exists
because of tax collection and distribution).
Gradually progress to more complex ideas (tax
collection should not target the poor as much as
the wealthy, then..). There are 2 types of domain
expertise to consider in your sequencing of this
kind of instruction Conceptual Domain Expertise
(understanding what). In simple form, these are
concepts and principles (tax fuels the state for
quality civil life). In complex form, these are
concept maps (of tax, welfare and
GDP). Theoretical Domain Expertise
(understanding why). In simple form, these are
models for understanding (no tax, no hospitals).
In complex form, these are intellectual models
that explain real phenomena. General to specific
sequencing is still recommended for this type of
learning / mastery.
22
C. 2 General-to-Detailed Continuum
A N I M A L
GENERAL
Reptile
Mammal
Insects
DETAILED
23
C. 3 The Conceptual Elaboration Sequence
  • Concepts are groupings or classes of objects,
    events, or ideas and can be broken down into
    narrower, less inclusive concepts.
  • Teach from Broad (most inclusive) to Narrow (less
    inclusive but more detailed) concepts.
  • Does not violate the notion of learning
    prerequisites because higher level concepts
    contain prerequisites for concepts below them.

24
C. 4 The Theoretical Elaboration Sequence
  • Intended for courses that focus on interrelated
    sets of principles which are elaborations on each
    other (e.g., how why something works not how it
    works).
  • Teaches the broadest, most general principles
    (usually the simplest) with gradual progression
    to narrower, more precise principles (usually
    more complex).

To TOPIC Start
25
C. 5 The Simplifying Conditions Method
  • How to Design an SCM Method
  • Phase I Prepare for Analysis Design
  • Phase II Identify the First Learning Episode
  • Phase III Identify the next Learning Episode

26
Hierarchical Task Analysis and Sequencing
CONCEPTUAL MAP
Hierarchical AnalysisHierarchical Sequencing
Complexity of SUB SKILLS
Diversity of SUB SKILLS
27
Task Analysis and Sequencing with SCM
CONCEPTUAL MAP
Complexity of TASK
Diversity of TASK
28
Conceptual Map
Complexity of SUB SKILLS
Complexity of TASK
Diversity of TASK
Diversity of SUB SKILLS
Underlying Logic
ForDesigner
ForLearner
29
Conclusions
  • Elaboration Theory of Instruction deals with the
    macro level of instruction, meaning that it is
    primarily concerned with the sequencing of ideas
    as opposed to the individual ideas themselves and
    examples relating to them.
  • Specifically, sequencing in this case relates to
    fundamental and representational ideas or core
    principles, which are presented first, that lead
    to specifics.
  • These ideas are called epitomes in elaboration
    theory. The epitome serves as a foundation from
    which more specific information may be developed.

30
Website Resources
  • Elaboration Theory Definition
  • Illustrative Instruction
  • Additional Resources Links
  • Online Evaluation

http//www.computer.ucalgary.ca/arc/eder673L01
31
Questions?
? In your estimation, was this a example of an
elaboration learning exercise? ? Would you
incorporate this instructional design and
development theory into your own practice?
32
Outcomes
  • We demonstrates the Elaboration Theory, both in
    our presentation and in our class activity. To
    Summarize
  • A basic understanding of the concepts of
    Elaboration Theory.
  • A realization of its affect on the Learning
    Process.
  • The ability to recognize various Sequencing
    Strategies applied to curriculum design
    development.
  • The ability to assess the performance
    implications for your own real-life instructional
    practice.
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