THE ELABORATION THEORY

( by Charles M. Reigeluth)

NAME: SHENELLE MOHAMMED

ID:311100389
COURSE NAME: Instructional Design, Models and Strategies
COURSE CODE: EDID6503
YEAR: S2 2016/17
What is the Elaboration Theory

The Elaboration theory is an instructional design theory proposed by Charles M.

Reigeluth in the late 1970’s. The theory specifies a general model of selecting,
sequencing, synthesizing and summarizing content in a simple to more complex
structure .The elaboration theory is a cognitivist learning theory that is an
extension of other contributors to instructional theory. These contributors are
David Ausubel’s theory of progressive differentiation and Jerome Bruner who
proposed that ideas should be reintroduced in increasingly complex ways as the
learner matures [ CITATION Rob10 \l 4105 ]. According to Ausubel’s and
Bruner’s work, learners need to develop meaningful contexts into which ideas and
skills can be assimilated. Reigeluth extended on these theories and his elaboration
theory has offered detailed guidance for designing holistic sequences for several
kinds of course content. The most popular method proposed by Reigeluth has been
the Simplifying Conditions Method (SCM). This paper aims to provide a synopsis of
the elaboration theory and its contribution and criticisms in the field of
instructional design.

Introduction to the Elaboration Theory

Reigeluth’s Elaboration theory arose due to paradigm shifts from teacher -

centered and content - centered instruction to learner - centered instruction.
According to[ CITATION Cha99 \l 4105 ] “In the industrial-age paradigm, the
need was to break the content or task down into little pieces and teach those pieces
one at a time. But most of the new approaches to instruction, including simulations,
apprenticeships, goal-based scenarios, problem- based learning, and other kinds of
situated learning required a more holistic approach to sequencing, one that can
simplify the content or task not by breaking it into pieces but by identifying simpler
real-world versions of the task or content domain``. As a result the elaboration
theory was developed to meet new needs due to paradigm shifts by providing a
holistic approach to sequencing that would make the learning process more
meaningful. According to [ CITATION Cha99 \l 4105 ] the primary goal of
elaboration theory is to help select and sequence content in a way that will
optimize the attainment of learning goals.”

About Charles Reigeluth

In his book Instructional Design Theories and Models: A new paradigm of

instructional theory, Charles Reigeluth gives a synopsis of his background and
contribution to the field of Instructional Design. He received a BA in Economics
from Harvard University and a PhD in Instructional Psychology from Brigham
Young University. He states his major interest to be in reinventing public education
and designing high quality educational resources. Reigeluth`s passion and
contribution to the field has been no stranger as he has published six books and
over sixty articles and chapters on those subjects and is also the major developer of
several instructional design theories, including the elaboration theory and
simulation theory. Reigeluth has been a Professor in the Instructional Systems
Technology Department at Indiana University since 1988, and served as chairman
of the department from 1990-1992. [ CITATION Cha99 \l 4105 ].

About The Elaboration Theory

According to[ CITATION Cha99 \l 4105 ] “The elaboration theory recognizes

that different kinds of sequences are needed for different instructional situations,
thus it synthesizes recent work on scope and sequence into a single coherent
framework, extending that work where holes were found.”

The two major concepts in elaboration theory are Scope and Sequence and the
terms are usually used together. Scope is concerned with what to teach, the nature
of the content and the learner’s needs. Sequence is concerned with how to teach.
Sequencing is concerned with ordering content into groups and is especially
important if the relationship among topics are strong. Because of technology and
the business world evloving from standardization to customization new needs for
designing scope and sequencing has emerged. More importantly is the need for
selecting the right content and presenting it in the most effective way.

There are two major patterns of sequencing: topical sequencing and spiral
sequencing.

Topical Sequencing is when a topic or task is taught to whatever depth of

understanding is required before moving on to the next one. [ CITATION
Cha99 \l 4105 ]

Spiral Sequencing is when learners master a topic (or task) gradually in several
passes. [ CITATION Cha99 \l 4105 ]

Elaboration Sequencing was founded on the notion that different sequencing

strategies are based on different kinds of relationships within the content and that
different relationships are important for different kinds of expertise. [ CITATION
Cha99 \l 4105 ]

Task expertise relates to the learner becoming an expert in a specific task, such as
managing a project, selling a product, or writing an annual plan.[ CITATION
Cha99 \l 4105 ]

Domain expertise relates to the learner becoming an expert in a body of subject

matter not tied to any specific task, such as economics, electronics, or physics.
Domain expertise ranges from simple to complex, but also from general to detailed.
[ CITATION Cha99 \l 4105 ]

The elaboration theory recognizes two major kinds of domain expertise:

conceptual and theoretical

Types of Elaboration Sequence

Conceptual Elaboration Sequence

The conceptual elaboration sequence is based on conceptual knowledge structures

similar to concept maps which centers on “understanding what?” Concepts are
groupings or classes of objects, events, or ideas and can be broken down into
narrower, less inclusive concepts that are either parts or kinds of them and each of
those parts and kinds can be further broken down into parts and kinds. The kind of
relationship upon which the conceptual elaboration sequence is based is one of
inclusivity among concepts, with respect to either parts or kinds. The conceptual
elaboration sequence may be designed in either a topical or spiral manner.
[ CITATION Cha99 \l 4105 ]

Theoretical elaboration sequence

The theoretical elaboration sequence is based on causal models and theoretical

knowledge structures for “understanding why?” It is intended for courses that
focus on interrelated sets of principles, which are usually elaborations of each
other.
Unlike concepts, the broader principles are generally simpler and easier to learn
than the narrower ones. [ CITATION Cha99 \l 4105 ]

Simplifying Conditions Method Sequence

An simplifying conditions method sequence begins with the simplest version of the
task that is still fairly representative of the task as a whole; then it teaches
progressively more complex versions of the task until the desired level of
complexity is reached, making sure that the learner is made explicitly aware of the
relationship of each version to the other versions. An SCM sequence is designed by
integrating task analysis with design[ CITATION Cha99 \l 4105 ]
According to[ CITATION Cha99 \l 4105 ], SCM can be summarized in the
following nine steps:

1. Prepare for the content analysis and instructional design.

2. Identify the simplest version of the task to be taught, paying careful
attention to the simplifying conditions (i.e., the conditions which make
this version of the task simpler than others).
3. Analyze the organizing content for this task. (This is called "organizing
content" because different organizational strategies are presented for
procedural, heuristic, and tasks containing a combination of the two).
4. Analyze the supporting or prerequisite content.
5. Decide the size of the individual instructional episodes. Appropriate size
is situational, and varies depending on delivery constraints (such as time,
learner ability, content difficulty, etc.) Episodes need not be of equal size.
6. Determine within-episode sequencing of the content.
7. Identify the next version (first elaboration) of the task.
8. Analyze organizing content, supporting content, and determine size and
within-episode sequencing of content (steps three - five) for the next
version of the task.
9. Cycle back to step seven to identify the remaining versions of the task
and design the instruction for each.

Criticism’s on the Elaboration Theory

According to [ CITATION Ten97 \l 4105 ] Mayer (1981) provided a critical

analysis of the elaboration theory of instruction. The author states “Mayer (1981)
was positive about the elaboration theory because a general theory of instruction
would be a great aid. The ideas that form the basis for elaboration theory are
consistent with existing ideas in cognitive psychology, such as the role of
organization and structure (schema), the role of rehearsal and elaborative
processes and the integration of new knowledge with prior knowledge. However
the author expresses there are some criticisms of elaboration theory. First the
theory as currently written is too vague. It does not offer the level of specificity of
some other theories that are designed for very limited domains. Second it lacks
empirical support. It does not explain the theoretical model, but only provides
techniques for implementation. The focus is on the stimulus materials rather than
on the information processing of the learner; additionally, more emphasis should
be given to what is going on inside the learner’s head.”

However According to[ CITATION Cha831 \l 4105 ]who also comments on the
validity of research “the elaboration theory is very new and therefore lacks an
extensive support base for its validity. Nevertheless some support is to be found
from three sources: formal research, learning theory, and educational practice.
Although some research is currently in progress, only one study directly on the
elaboration theory has been completed. However because the elaboration theory
integrates much work of other theorists and researchers, there is empirical support
for aspects of the elaboration theory”.

List of Publications

The book Instructional design Theories and Models: An overview of their current
status, written by Charles Reigeluth has provided extensive information the
elaboration theory. The publication offers information on the scope and limitations
of the theory, its origins and how its procedures are implemented. Interestingly the
publication also offers information on the validity of the theory.

In another publication by Reigeluth “Instructional Design Theories and Models: A

new Paradigm of Instructional Theory” further information is given on guidance for
scope and sequence decisions. This publication again offers extensive information
but focuses on the various aspects of scope and sequence and how the theory can
be implemented.

Another important publication that provides useful information on the elaboration

theory is [ CITATION Wil92 \l 4105 ] which provides a critical review of the
elaboration theory via the journal “Educational Technology Research and
Development”.

Conclusion

The elaboration theory proposed by Charles Reigeluth has significantly contributed

to educational content and by extension the field of instructional design. The theory
offers a holistic rather than fragmented approach to instruction in which the
learner is provided with a holistic view of instructional content to learn about its
primary parts. This holistic approach has enhanced student motivation and
allowed for more self-directed learning. According to [ CITATION Cha99 \l 4105
] the theory facilitates prototyping in the instructional development process and
presents the integration of viable approaches to scope and sequence into a
coherent design theory to be used by instructional design professionals. The
elaboration theory has also offered detailed guidance for designing holistic
sequences for several kinds of course content and has provided guidance for scope
and sequence decisions for heuristic tasks. In conclusion the elaboration theory has
proven to be a useful tool to the field of instructional design.

Refection Paper

Researching the elaboration theory by Charles Reigeluth has brought insight

into a topic which was previously unknown and unfamiliar to me being new to the
field of instructional design. After conducting extensive research I have found the
theory to be very pertinent and contributory to the field of not only instructional
design, technology and distance learning, but education as a whole.
The theory allows for a more structured approach in organizing course
content, is a relevant solution for a technological era and provides a successful tool
in instructional development.
It was interesting to note the way the theory was developed based on
previous theories to provide a more relevant approach. Also it was informative to
discover that the various sequencing methods that are available to aid instructional
design. Having gained the knowledge it allows me to pay more attention on the
sequence of compiling information to make learning most effective and
motivational for the learner. Despite the criticisms and the need for more research
and development the theory was considered to be exemplary and very useful to
instructional design.
Unfortunately this article was not uploaded in Wikipedia. I encountered
some problems in learning how to publish an article in Wikipedia and it was learnt
that in order to upload files on the English Wikipedia you need to have a confirmed
account. It was learnt that in order for your account to become confirmed
automatically, one must make 10 edits and four days must have passed from the
date the account was created. As a result because of attempting to create an
account too late my account was not confirmed. Despite this a request for
confirmation was made. Upon this request I stumbled on other requests which
have been made for confirmation some which were confirmed and some still
pending confirmation.
On another note despite not being able to publish the article in Wikipedia I
encountered some useful information on copyright material and the credibility of
Wikipedia files. It was learnt that anyone can publish or edit articles on Wikipedia
once the stated requirements have been met. This knowledge gained sparked great
interest in terms of the credibility of Wikipedia as a research resource.

Bibliography
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Reigeluth, C. (1983). Instructional-design Theories and Models: An overview of
theircurrent status. Lawrence Erlbaum Associates.
Reigeluth, C. M. (1999). Instructional Design Theories and Models: A new Paradigm
of Instructional Theory. Lawrence Erlbaum Associates Inc.
Richey, R. C. (2013). Encyclopedia of Terminology for Educational Communications
and Technology. New York: Springer Science+Business Media.
Spector, M. (2015). The SAGE Encyclopedia of Educational Technology. SAGE
Publications.
Tennyson R, S. F. (1997). Instructional Design: Instructional Perspectives, Volume
1Theory, Research and Models . Lawrence Erlbaum Associates Inc.
Tennyson, R. D. (2010). Historical Reflection on Learning Theories and
Instructional Design. CONTEMPORARY EDUCATIONAL TECHNOLOGY, 1-16.
Wilson, B., & Cole, P. (1992). A critical review of elaboration theory. Educational
Technology Research and Development, 63-79.