Elaboration Theory

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Elaboration Theory

• Charles Reigeluth
• expansion of the CDT
• Macro Theory - large bodies of instruction
  entire courses curriculum programs

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4 Ss

• selection

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• Selection
• A single type of content
• Conceptual
• Procedural
• Theoretical
• Epitomizing
• small number of ideas
• present at the application level

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4 Ss

• selection
• sequencing

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• Seqeuncing
• Simple-to-complex order
• Learning-Prerequisite sequence
• consider critical components of an idea
• present content ideas in an order such that an
  idea is not presented until after all of its
  learning prerequisites have been presented

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4 Ss

• selection
• sequencing
• synthesizing

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• Synthesizing
• Interrelate and integrate individual ideas
• provide students with that valuable kind of
  knowledge
• facilitate a deeper understanding of
  individual ideas through comparison and
  contrast
• increase meaningfulness and motivational
  effect by showing how knowledge fits within a
  larger picture
• increase retention by creating links new
  and prior knowledge

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4 Ss

• selection
• sequencing
• synthesizing
• summarizing

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• Summarizing
• Strategy component that provides
• a concise statement of each idea and fact
  taught
• a reference example for each idea
• some diagnostic, self-test practice items for
  each idea

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ET

• Epitome
• Zoom Analogy
• More complex lessons
• Steps in the design procedure
• Organizing structure Conceptual,
  Procedural, Theoretical

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Zoom Lens Analogy
Pieter Bruegel the Elder - Peasant Wedding
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Epitome
Elaboration Theory
Very general
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EpitomeLevel 1
Elaboration Theory
Very generalMore detailed/complex\
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EpitomeLevel 1Level 2
Elaboration Theory
Very generalMore detailed/complexMore
detailed/complex
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EpitomeLevel 1Level 2Level 3
Elaboration Theory
Very generalMore detailed/complexMore
detailed/complexAdded levels of elaboration
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Steps in the Design Process

• Choose the type of organizing content
• Develop the organizing structure
• Allocate the organizing content to the levels of
  the elaboration
• Allocate the supporting content to the levels of
  the elaboration
• Allocate all content to the individual lessons
• Sequence all the content within each lesson
• Do the micro design

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Organizing Content

• Conceptual
• Procedural
• Theoretical

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Organizing Structure

• Flowcharting
• Conceptual parts or kinds
• Procedural
• Theoretical

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Example of a Kinds Conceptual Structure
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Organizing Content to Levels of the Elaboration

• Simple-to-complex
• General ideas epitomize ideas to follow

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Lesson Level Elaboration Organizing Simplifying
on Content Conditions

• 1 Epitome - 1 Identify your topic
  A Provide sample
• 2 Read an article on sources
  available
• the topic only in the
  library
• (cuts step 5)
• 3 Identify sources in B Provide
  sources
• bibliography that
  are appropriate
• (cuts step 10)
• 4, 6, 7, 8, 9, 11 C etc.
• 2 1 Lesson 5 Is the material
  Relax condition A
• 1
  available in the (adds step 5)
• library?
• 13 Use interlibrary
• loan. etc,

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Supporting Content to theLevels of the
Elaboration

• Add the other two types of content to embellish
  each level
• Use the flowcharts for analysis

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Content to Individual Lessons

• Experience
• Skills
• Knowledge

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Sequence the Content

• Within-Lesson Sequence
• Summarizer
• Synthesis
• Analogy
• Cognitive-Strategy Activators
• Learner Control

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ET

• Epitome
• Zoom Analogy
• More complex lessons
• Steps in the design procedure
• Organizing structure Conceptual,
  Procedural, Theoretical