Introduction
MEANING OF THE THEORY
Elaboration theory is an instructional design theory that argues that content to be learned should be organized from simple to complex order, while providing a meaningful context in which subsequent ideas can be integrated.
HISTORY OF THE THEORY
The paradigm shift from teacher-centric instruction to learner-centered instruction has caused “new needs for ways to sequence instruction”. Charles Reigeluth of Indiana University posited Elaboration Theory, an instructional design model that aims to help select and sequence content in a way that will optimize attainment of learning goals. Proponents feel the use of motivators, analogies, summaries and syntheses leads to effective learning. While the theory does not address primarily affective content, it is intended for medium to complex kinds of cognitive and psychomotor learning.
Task
ORIGINATOR:
The Elaboration Theory was introduced by Charles Reigeluth, an American educational theorist in 1970s.
Charles Reigeluth was born on December 31, 1946. He attended Harvard where earned an A.B in Economics. Charles claims it was this frustration with learning that set about the chain of events for his work in educational reform starting with a three year stint at a high school where he taught science and later a professor of Instructional Design at Syracuse University in 1978, in the Instructional Design, Development & Evaluation program after a year post-doc experience at Brigham Young University.
Reigeluth spent a decade developing his instruction theory and later published his first book in (1983) educational system, With the realization that such a dramatic transformation would be very difficult to bring about, he sought out knowledge on how to help a school system to transform itself.
Charles in a video recording has given credence to the view of this failing school system by stating that education system is now obsolete. He expounds that due to a greater education based labour system problem based learning models are more suitable. Thus, creating the collaborative, self directed, initiative centered typed of learning that is necessary today (Reigeluth, 2013). Charles developed elaboration theory in 1979 which argues that information should be presented and organized in increasing order of complexity,
* Learners to identify meaningful contexts for the application of the information or skills
* Used for teaching causal relationships and sequences
* Developing better retention and transfer of knowledge and skills, and making learning motivational by connecting with meaningful contexts
Key Terms:
1) Conceptual Elaboration Sequence (used when there are many related concepts to be learned),
2) Theoretical Elaboration Sequence (used when there are many related principles to be learned),
3) Simplifying Conditions Sequence (used when a task of at least moderate complexity is to be learned)
Process
PRINCIPLE OF THE THEORY
1. The learners will begin the lesson with a “broad scope” picture of the problem or task. This will allow them to see all of the steps or parts of the problem, so that they can understand the relationship between these components.
2. The learners will then be encouraged to focus on the first step in the process, or a simplified version of one of the problems/components that they had previously viewed while examining the “broad scope” picture.
3. After the learners have examined and learned each of the steps or mastered the components, they are then asked to look at the larger picture (which is the whole problem or task) once again.
IMPLICATION OF THE THEORY IN EDUCATION
- It values a sequence of instruction that is as holistic as possible, to foster meaning-making and motivation
- It allows learners to make many scope and sequence decisions on their own during the learning process
- It is an approach that facilitates rapid prototyping in the instructional development process
- It integrates viable approaches to scope and sequence into a coherent design theory
Evaluation
How can the elaborative theory be effected in the classroom by integrating it with ICT
v A learning pre requisite sequence.That is all of it’s learning prequisite that students had not most mastered before lesson.Through ICT students can learn through internet before the lesson mastered in the class.
v Analog:is an important strategy component in instruction because it makes easier to understand new ideas by relating them to understand new ideas by relating them to familiar ideas.An analog is helpfully whenever to be acquired ideas on difficult to understand and lack direct meaningfulnes the learner.
v Learning should more meaning full and less rote by effecting acquistion on the application level rather than on the memorization.This is expected to result in easier and more enjoyable learningand better retention.
v Increasing the meaningful and motivation of the new knowledge by showing how it’s within in a large picture.
Conclusion
Therefore this theory is very important in instructional design that consider the levels and process that can use in learning system forexample to analyze information in systematic way, to design, to develop, to implement and to make evaluation in different activities for education system.