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.
Hi Staci,
ReplyDeleteHow a thoughtful post you made. I’d like to share with you some thought. Learning theories explain the methods used to bring about changes in the manners individuals cognize information and changes in the ways they accomplish a task or skill (McEwen & Wills, 2011). Additional learning theories can assist provide a focus for founding an environment and circumstances in which teaching can happen more excellently (Vandeveer, 2009).
Concerning Reigeluth’s elaboration theory, it offers seven main strategy components:
1. An Elaborative Sequence : It is the most significant step in elaboration. It can fall into advance organizer, spiral curriculum or an overview.
a. Conceptual sequence: It is employed in case of presence of lots of relevant concepts to be learned.
b. Procedural sequence: It is employed when the learned task is moderate in complexity.
c. Theoretical sequence: It is employed if we have numerous relevant principles to learn.
2. Organize: This step elaborates upon organizing the content in the first level.
3. Summarization: It helps in a systematic reviewing of the content.
4. Synthesis: This step combine and interconnects the ideas. It assists in enabling deeper learning.
5. Analogy: It is the use of recognizable idea or concept to present or describe a new idea or concept.
6. Cognitive-Strategy Activator: Utilizing picture, diagrams and other components drive the learner to engage with sequence and content.
7. Learner Control: It handles the freedom of learner to manipulate the choice and sequencing of such instructional components as content, rate, and cognitive strategies (Reigeluth's Elaboration Theory for Instructional Design, n.d.).
Effect of Elaboration:
This is the condition prior to the first level of elaboration:
Before we epitomize (chunk) the condition is in a state of disorder
Elaboration
We put disarray into orderliness when we chunk (epitomize) the subject matter.
Use of Elaboration Theory:
This theory can be employed with directed as well as constructivist learning
Who can use Elaboration Theory:
This theory helps teacher/designer to run instructions.
Strengths of Elaboration Theory:
1. It permits the learners to make many scope and sequence decisions by themselves.
2. It enables fast prototyping in instructional development process.
3. The sequence of instruction is whole.
4. Incorporates practicable methods to scope and sequence into coherent theory.
Weaknesses of Elaboration Theory:
1. Content needs to be reasonably difficult.
2. It does not have a room for learner's earlier knowledge.
3. Use of 3 basic structures (conceptual, procedural, theoretical) is a design restraint.
4. There is no prescription for offering authentic/situated learning (Reigeluth's Elaboration Theory for Instructional Design, n.d.).
McEwen, M, & Wills, E. (2011). Theoretical Basis for NURSING (Third ed.). Philadelphia : Wolters Kluer Lippincott Williams & Wilkins.
Reigeluth's Elaboration Theory for Instructional Design. (n.d.). Retrieved from Instructional or Learning Design Theories: http://www.nwlink.com/~donclark/hrd/learning/id/elaboration_theory.html
Vandeveer, M. (2009). From teaching to learning: Theoretical foundations. In D. M. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty. St. Louis: Elsevier Saunders.