Title: Instructional Design Selecting and Ordering Content As You Design the Learning Event (s) (EDER 673 L.91 ) From Calgary With Asst. Professor Eugene G. Kowch March 6 to March 13 Week (An Asynchronous Meeting using WebCT discussion Thread and WWW
1Instructional DesignSelecting and Ordering
Content As You Design the Learning Event (s)
(EDER 673 L.91 )From Calgary With Asst.
Professor Eugene G. KowchMarch 6 to March 13
Week(An Asynchronous Meeting using WebCT
discussion Thread and WWW Course Home Page
Material)
2We are here
Gagne/Briggs
Rossett/ Tessmer/ SmithRagan/ Reigeluth/ Kazanas/
Shaumbagh Magliaro/ Dick Carey/
Needs / tasks
Kazanas/Rothwell Leshin, Pollock Reigeluth/
Scope/Sequence Reigeluth(macro) Gagne
(micro) Dick Carey
Analyzing Learners Contexts
Jonassen/ Gardner/ Gagne/Briggs
3Update EDER 673
History of ID
ID Terminology
Instructional Design Philosophies
SMCR/Feedback Communication Model
Learners and Learning Theories
Context based designs
ID Models A peek
Needs Analysis
Media Selection
Task Analysis
Selecting and Ordering Content (elaboration)
Evaluation
Motivation
4This information / reading package has been
created to extend your understanding about how to
design a learning environment that will allow the
learner to achieve the learning objectives
gleaned from your needs or task analysis.As you
learn this particular material, I suggest that
you do not think from the perspective of a
student, or from the perspective of a teacher or
instructor -) For this lesson, think as a
(course, lesson or training) designer of an
instructional environment. The precise contents
in this package are based on your readings, and
created from the interests and design
inclinations you have exhibited in class so far.
The content here references, but asks you to
think beyond the readings.
5Agenda
- Elaboration Theory A Guide for Scope and
Sequence Decisions (selecting and ordering
content) - 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
- D. Blueprinting Epitomizing and Elaborating
6Sources
- 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 excellent sources for your future
professional education technology library.
7A. 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. It is a model that
presupposes that there is relevant content that
can be taught, and that with good design and a
careful collection of topical matter, a learning
environment can be created. It is still a systems
approach, but there is flexibility for scope and
sequencing instruction by careful consideration
of the topics (content) to be studied.
8A. An Overview Broad Overview of the Elaboration
Theory of Instruction
Overview
- As creators of a learning event or environment,
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 next to consider what
instructional strategies we may use to help the
learner reach the objectives. This strategy
informs BOTH the instructor and the learner.
Think of this as an instructor while you learn
this theory. - 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?
9Overview
- 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.
10A. Elaboration Theory A Flexible Macro Approach
to Instructional Design
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. The role of the
designer is critical, however. - 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.
11B. 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. - For the designer, this design model allows you to
create the content environment so that teachers
and learners can fit in with time (sequence)
and space (content) variability. - 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 spiral 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.
12B. Sequencing Content
13B.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).
14B.1 Sequencing depends on
1. The size of each group of content (learning
event)
2. The components (content pieces) of each
learning event
15B.1 Sequencing depends on
3. The order of components (content pieces)
within each learning event
A B C
D E F
4. And the order of the learning event itself
(all the pieces) the order does not have to be
linear
16B.1 When Sequencing makes a difference to the
success of your instructional design
- The difference that your sequencing makes to
instruction 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.
17B.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 between topics 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 sequences work when a keen
relationship between the learning prerequisites
among various skills and sub skills that comprise
a task exist (building a house)
18B.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 whole subject
area until they finish the curriculum or course.
19The Topical Sequencing Strategy
The trick to good design today is to group
elements into topics effectively - the student in
topical sequencing can skip content in a topic
that is already known. This is good for just in
time designs in education. In Training, use the
needs analysis to tell you how to group the topics
Start
End
- I created an example on the following page to
help you understand this. - It is also a model for content/sequencing in your
instructional blueprint - for your learning event (next assignment)
20Example
The Topical Sequencing Strategy forDeveloping a
One Hour Class with this learning objectiveThe
1st Year Education student will be prepared to
introduce the subject Values Education to High
School Students in a one hour class
Topic B Key Elements
TopicC Classroom Methods
Topic A Relevance
Higher Education Example Depending on the
prerequisite Learning that learners hold Coming
into this spiral, they Can almost skip steps
and Pick intensify where they need To gain
learning / competency. The Designer can also add
components to This model depending on student
needs And interests, as long as the
overall Objectives are achieved. This is a great
process for rapid Prototype designs, where you
dont have The time or information to do an
entire Design cycle, and you might have to
Elaborate on certain topics and not on others
to Get the best learning outcome in short order!
Parent Pressure Finding Your own values
Opening Motivator (clip)
Self Actualization assessment
Professional Association Coda Your values
in context
PeerValues assessment
Lesson Planning/ For student comfort
Professional Liability You, the Profession and
Civil Law
Community Culture assessment
Group Discussion Journalling / samples
Duty of Care / the pressure On youth in an
e-world / Our duty to prepare youth
Institutional Culture assessment
Self Evaluation Reflection methods And
feedback methodology
21B.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. - I created an example on the following page to
help you understand this. It is also a model for
content/sequencing in your instructional
blueprint for your learning event (next
assignment)
22The Spiral Sequencing Strategy for Developing a
One Hour Class with this learning objective
) The 1st Year Education Administration Masters
student will learn the basics of Educational
Technology Leadership over the term of this course
Example
TopicA Human Resources
TopicB Education Finance
TopicC Governance and Policy
K-12 Education Example
Salary Scales In/out scope ET support budgeting
Job Descriptions / tech Skill capacities
Board/Teacher negotiation Protocols for ET and
IT Purchasing, Maintenance and Hiring / Support
Advertising in Small markets Compensation
Hiring Practices And the Law Credentials
Education Technology staff leadership Leadership
Ethics, Service Law Codes of Conduct and
operational Planning/implementation policies
Managing Planning ET staff Development
Hardware renewal
Professional Development Supervision Planning
Leading and Forecasting with all stakeholders
Principals, schools and Boards. Organization
Theory
Succession Planning, short And long term
forecasts, Developing supporting
policy Evaluation policy and Contingency
planning. Policy Theory
HR Performance Planning renewal planning
Tax/Revenue Consultation with Stakeholders/ Partne
rs/ fund development
23B.2 Scoping Strategies
- Scoping is concerned with WHAT to teach, not WHEN
to teach it. It focuses 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 and learners will not achieve the right
learning outcome (in either training or education
settings) - In training, scoping is easier - needs assessment
will identify the performance gaps, task analysis
can help you decide what tasks need process or
transfer improvement, and you select the content
and order the steps logically. - 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.
24PART C
- 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
25C. Elaboration Sequences
- The concept of Elaboration sequences was 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 theorists 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).
26C.1 Elaboration Sequence TypesTask Expertise
- Task Expertise
- The learner becomes an expert in a specific task.
- Example managing a project, writing an annual
plan, selling a product, designing a module. - Elaboration theory only works to instruct complex
tasks (Reigeluth, 1999). The simple-to-complex
model (SCM) works well to train tax collectors or
to educate PERL programmers. - As complex cognitive and psychomotor tasks are
done well under different conditions, each set of
conditions defines a different version of the
task - and some versions are much more complex
than others. So the SCM model starts with a
simple (real world) version of the task and
instruction leads to a complex version by
progressing through more increasingly complex
versions of the task. - Example Solving equations with one unknown is
easier to learn than solving with two unknowns
for most learners. We try to start such
instruction within the zone of development as
designers. - Problems tackled should be within Vygotskys zone
of proximal development - 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.
27C.2 Elaboration Sequences the 2 kinds of
Domain Expertise
- Domain Expertise
- The learner becomes an expert in a body of
subject matter not tied to any specific task - Examples Economics, electronics, educational
technology, law - 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.
28C. 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. The
classification of groupings is key to the design.
People tend to store a new concept under broader,
more inclusive terms until they get into it and
learn the new concept well. - So a conceptual elaboration sequence is really
created by a designer to give the learner
(cognitive) scaffolding - to stage learning to
progress from simple to complex events. - Using this model, your instructional design leads
to a teaching event where learning occurs first
from the (most inclusive) to narrow (less
inclusive but more detailed) concepts. - Example Teach finder skills in Windows before
teaching Word application skills. If the
student wishes to mine down and do more
detailed learning, they can mine until they
need instruction to proceed toward success or
mastery. Your (elaboration) design can have
branches to accommodate this self-directed
study. - Does not violate the notion of learning
prerequisites because higher level concepts
contain prerequisites for concepts below them. - (hint how do you find the most broad and most
narrow concepts s that you can create a
conceptual structure or hierarchy? Use
Inspiration software and youll find that the
bigger categories have many more lines emanating
out from them).
29C. 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). - Example A course on why audio conference
software works, as opposed to a course on how
audio conference software works. - A model intended for courses that start with the
broadest, most general principles (usually the
simplest) with gradual progression to narrower,
more precise principles (usually more complex). - Example
- Broad concept Oil and gas reservoir simulation
can greatly improve profit. - 1st design course Principles of Oil and Gas
Reservoir Simulation - 2nd design course Oil and Gas Reservoir
Simulation/Production Optimization. - 3rd design seminar Maximizing Oil Well
productivity using Simulation Results - How to
produce the most oil when the price is highest.
To TOPIC Start
30C. 5 The Simplifying Conditions Method
- The SCM method (simplifying conditions method) of
elaboration offers guidance for analyzing,
selecting and sequencing the what to learn
content. - This approach is considered more holistic - the
instruction process begins with a simple task
that is rather representative of the whole, and
teaches progressively more complex versions -
making sure the learner is aware of the other
versions. - (This is the exact opposite of the hierarchical
approach to sequencing, where all prerequisites
are taught first and the real-world task is
taught at the end of the process). - 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
31A Recipe for designing an SCM sequence (detail)
- Preparation for analysis and Design
- Establish rapport with the SME (subject matter
expert) - Identify the characteristics of the task in
general - Identify the characteristics of the learners in
general - Identify the delivery constraints of the
instruction in general - Identify the First Learning Event
- Help the SME to outline the simplest version of
the task for you, this might be the simplest task
process or simplest way of learning the task. - Organize the content for this version of the task
- If this is a procedural task, do a task analysis
to determine entry level steps and substeps. - If this is a not a procedural task,
- set the goals for the task (what must be done or
learned in this task) - Outline the constraints for attaining each goal
(time, money, strength, patience) - Identify subcategories containing causes for the
constraints - (the amount of time, the amount of money,
weakness caused by worker fatigue) - Identify guidelines an expert uses to perform
this version of the task, so the cause of the
limitation is overcome and performance happens.
32A Recipe for designing an SCM sequence
(summary)(my examples are in red)
- Create a model that describes all learning
objectives involved in performing the task - Waxing a car well means that you must prepare the
car, know the weather, and have good materials to
leave the car shiny and protected. - Identify the learning goals for this version of
the task under these conditions - The student will be able to wax and protect a
care well. - Identify all important considerations or
limitations / helping factors for attaining each
goal (in the instructional world). - The student will need equipment Water, Wax, two
soft seamless rags, Turtle 432 Wax, light, a
sunny day or a garage, and temperature of between
10C and 30C. The student must have good arm
mobility and vision. - Identify the causal factors for each limitation /
helping factor in (3). - Equipment is essential to the task for without
good equipment and weather, and a flexibly body,
the wax cannot set and the car cannot be polished
well. - Analyze the causal factors to identify guidelines
or prescriptive principles that an expert uses
for this version of the task. Also identify all
decision rules an expert uses to combine the
guidelines into a (top) performance model. - You must have a flexible body to do this task.
Wash the car well, and let it dry well. No dust
should be in the air. 2. Get use only Turtle 432
Wax, and do not apply wax in the direct sun. 3.
Apply wax to rag, not to car, and rub in circles
with the seamless rag so as not to scratch the
new wax on the car. 4. If the temperature outside
is below 10C or higher than 40C, stop waxing as
the wax will smear and not shine. 5. Allow was
to dry for exactly 15 minutes. 6. Wipe with
another similar clean rag until there is no swirl
on the car left from the circular wiping motion. - Identify explanations as to why each of the
guidelines works and combine the explanations
into explanatory models. - An able body lets the person apply wax in smooth
motions, to all areas of the car. Turtle wax is
the best wax to use because it allows work in
most temperatures, even in some sun. The car must
be clean and dry for the seamless rag and
polishing motions to leave no streaks on the car.
Black cars look better in the shade.
33Hierarchical Task Analysis and Sequencing from
Reigeluth See the animated slides I sent you to
notice the top-down analysis (Epitomizing) and
bottom-up sequencing (Elaboration) process in
action.
CONCEPTUAL MAP
Hierarchical AnalysisHierarchical Sequencing
Complexity of SUB SKILLS
Diversity of SUB SKILLS
34Task Analysis and Sequencing with SCM
CONCEPTUAL MAP
Complexity of TASK
Diversity of TASK
35Guidelines Skills, tasks and issues for
designers when Using elaboration theory to design
using the SCM method
Conceptual Map
Complexity of SUB SKILLS
Complexity of TASK
Diversity of TASK
Diversity of SUB SKILLS
Underlying Logic
ForDesigner
ForLearner
36A guide for blueprinting or sketching how you
Scope and Sequence your Content in an
Instructional Design Epitomizing and Elaborating
- The SCM (for both procedural and holistic tasks)
has of two parts - 1. Epitomizing the process of identifying the
simplest version of a task (learning or doing)
that is fairly representative of the task. - Example If we are to learn about finance, we can
first learn about simple sales, expenses and
revenue transactions. - 2. Elaborating the process of identifying
progressively more complex versions of the task. - Hint This process is a good guide for your
design work, and you can use it to help with the
next assignment. For example, when you are
presenting the instructional flow of for your
next assignment, you can use these concepts as
supporting rationale for why you made the
instructional decisions you made about the
content (scope) and order of instruction
(sequence) in your lesson. Be sure to reference
the Reigeluth text.
37Epitomizing, then Elaborating
- The principles of epitomizing are based on
holistic learning schema building (Reigeluth),
using - A whole version of the task rather than a simpler
component skill - A simple version of the task
- A real-world version of the task (if possible)
and - A typical or version of the task
- The epitome version of the task is performed by
experts under restricted (but real-world)
conditions, called simplifying conditions. (This
is the learners view of the Zoomed-Out or Wide
Angle picture let me get a feel for this,
thinks the learner) - The principles of elaborating are similarly based
on the notions of holistic learning and
assimilation-to-schema. So each subsequent
elaboration should be - 1. Another whole version of the task
- 2. A slightly more complex version of the task
- 3. Equally authentic, or more so and
- 4. A little less typical of the the whole task.
- (This is the learners view of the Zoomed-in or
narrow Angle picture Let me try this, and get
better at its, thinks the listener)
38C. 2 The General-to-Detailed Continuum- if
Animal knowledge is the learning goal and
Epitome of this content can be presented by an
expert. Then, the elaborated parts or details
that make up the epitome can be diagrammed. From
(Reigeluth).
A N I M A L
GENERAL concept
Reptile
Mammal
Insects
DETAILED concepts
39Elaboration Model Steps
- Present an Epitome (a single type of content that
is a shining example of the content to be
learned) We will know more about animals - Present a motivational strategy to get people
learning - Present an analogy to situate the learner with
the task at hand - Present the organizing content ideas, preceded by
the learning prerequisites - Offer in-lesson summarizer and synthesizer
(review and examples of the excellent content) - Begin Level 1 Elaboration
- This is zooming in the first time. These lessons
present all the features of instruction (1-4) we
did in the epitome, but for a smaller part
(chunk) of the content We will know that
reptiles, mammals and birds make up the animal
world. - Begin Level 2 Elaboration
- Once level 1 mastery occurs, make level 2 lessons
available to the learner. Each level 2 lesson is
identical to level one lessons, but Level 2
lessons elaborate on an aspect of the organizing
content in Level 1. These lessons present all the
features of instruction (1-4) we did in the
epitome, but for a smaller part (chunk) of the
content We will learn that dogs, bears and
whales make up the mammal group, lizards, turtles
and iggzes make up the reptile group -) and
eagles, falcons and swallows make up the bird
group. - And so it goes
40Conclusions
- The Elaboration Theory of Instruction deals with
the macro level of instruction, meaning that when
we use it to model our instructional design, we
are primarily concerned with the sequencing of
ideas as opposed to the individual ideas
themselves and - with providing examples relating
to those ideas. - Specifically, sequencing relates to time ordered
provision of fundamental and representational
ideas or core principles, which are presented
first to the learner -- and then they lead to
instruction and content specifics. - The epitome or represents a single bit of content
that represents the larger learning content set.
It serves as a foundation from which more
specific information may be developed by
elaborating on finer and finer detail from within
the epitome. - See the Class Plan on the Home Page for readings
/ assignment information