Unit II Blog: Instructional Design Theories

#1 Elaboration Theory

            Reigeluth’s elaboration theory is based in the cognitive learning domain.  It is a holistic methodology of selecting and sequencing information.  The theory is centered on two concepts, scope and sequence.  Scope refers to the material to be taught and how it will be separated in smaller pieces of content.  Sequence is how the content will be organized for delivery of the material. Topical sequencing involves organizing the material of a single topic and focusing on the topic until effective teaching of the topic is completed.  On the other hand, spiral sequencing involves starting with the bigger picture and moving toward a deeper understanding of the topic.
There are two types of sequencing.  The first type is domain expertise. Domain expertise occurs when the learner is not trying to master a certain skill, but become an expert in a field or subject.  Within the domain expertise there is conceptual elaboration sequence and theoretical elaboration sequencing.  The second type of sequencing is the task expertise.  With task expertise the learner masters a skill. When task expertise is the objective, simplifying conditions method is utilized and starts with simple and advanced to complex.   

Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in

            nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Learning.

# 2 Flexibility Adaptive Instructional Design (FAID)

 Schwartz, Lin, Brophy, and Bransford’s FAID theory is grounded in constructivist learning theory.  Based on basic principles of learning, FAID is flexible enough to adapt to the teacher’s or the learner’s needs. 
FAID is centered on an anchor (case study, simulation, or problem situation) and requires learners to explore the situation in order to gain a deeper understanding of the material.  The concept of FAID resembles critical thinking.
The goal of FAID is to promote a deep a deeper understanding of a subject through problem-solving, collaboration, and communication.  Problem-based learning and project-based learning are key elements in this theory.
Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in
            nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Learning.