E laboration T heory Charles Riegeluth Guidance for Scope and Sequence Decisions The content for this presentation has been prepared using content directly

Elaboration Theory

Charles Riegeluth Guidance for Scope and Sequence Decisions

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October 1, 2002 EDER673-Activity#2 3

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Learning Objectives

In describing and demonstrating the Elaboration Theory, these are the anticipated learning objectives:

To understand the basic concepts of Elaboration Theory.

To realize its affect on the Learning Process.

To recognize various Sequencing Strategies applied to curriculum design & development.

To assess the performance implications for the learner’s own real-life instructional practice.

PART A: The Basics Elaboration Theory What do Sequencing Strategies

Entail? Learning Episode Deciding on Scope When Does Sequencing Make a

Difference?

PART B: Sequencing Strategies Types of Sequencing Strategies Patterns of Sequence Demonstration Illustration

Topical Spiral

Presentation IndexPART C: Types of Sequence What is an Elaboration Sequen

ce? Conceptual Theoretical

Simplifying Conditions Method Hierarchical Tasks &

Sequencing Task Analysis & Sequencing

with SCM Comparisons How to Design an SCM Seque

nce

Conclusions WebSite Resources Email Your Presenters Online Evaluation

Remember: To Customize your own Learning, Use the HOME key (upper right hand corner of each slide) at any time, to return to this INDEX to select your next topic of study.



PART A

THE BASICSTHE BASICS



Elaboration Theory & The Learning Process Paradigm shift from teacher/content-centered to

learner centered instruction New need for ways to sequence instruction New approaches: simulations, apprenticeships, goal-

based scenarios, problem-based / situated learning More holistic approach to sequencing – learning

process more meaningful and motivational Learners empowered to make some scope and

sequence decisions during the learning process.



What do Sequencing Strategies Entail? Concerned with ‘how to group and order

content’. But ordered content requires different kinds of

groupings. Need to decide what content should be in

each grouping, “scope and sequence”. Scope and Sequence decisions involve

several types of decisions regarding…



E E C C

AA

D D FF

BB

•The size of each group of content (learning episode):

•The components of each learning episode:

Learning Episode...



A

B

C

D

E

F

•The order of components within each episode:

•And the order of the episodes:

Learning Episode

All of which influence the quality of the learning experience: its effectiveness, efficiency and appeal.



General Concerns for Deciding on Scope

How to select the right content? Training Contexts

Conduct needs analysis Educational Contexts

Not so easy: Needs are much less clear Needs depend largely on values Students have interests of their own Benefits may not become apparent until many years later.

Technology evolved wherein C-B learning tools allow learners to create /modify their own instruction.



When Does Sequencing Make a Difference? Depends upon …

Strength of the relationships (i.e., strong) among the topics.(unrelated topics vs. interdependent topics – analysis & design stages in an ISD process)

Size of the course instruction (increases)(Content must be organized logically and meaningfully – sequencing assists this)



PART B

SEQUENCINGSEQUENCINGSTRATEGIESSTRATEGIES



Types of Sequencing Strategies

Relationships are Key Strong - implies need for Sequencing Method of sequencing based upon single type

of relationship: Historical Sequence (chronological relationship) Procedural Sequence (based upon relationship of

“order of performance” of steps in procedure Hierarchical Sequence (relationship of learning

skills and sub skills that comprise a task)



Topical Sequencing Spiral Sequencing

TopicTopicAA

TopicTopicBB

TopicTopicCC

TopicTopicAA

TopicTopicBB

TopicTopicCC

Patterns of Sequence:




Topical Sequencing: Cover complete topic depth before next topic Advantage:

learner concentration / focus optimized Hands-on materials used within one block of time

Disadvantage: Once on to next topic forget the pervious one Whole domain perception limited until END

Compensate – incorporating instructional tactics for overview, review, synthesis




Spiral Sequencing: Master a topic or task gradually in several passes;

spirals back and forth between topics until depth and breadth of each is cumulatively assimilated (learned)

Advantage: synthesis and review (cycling back) in-built Interrelationships easily grasped (similar aspects and

close in time) Disadvantage:

Disruption in learning process (thought development) Inefficient management of materials & resources.

Level 2

Lesson1

Lesson1.3

Lesson1.2

Lesson1.4

Lesson1.1

Lesson1.2.2

Lesson1.2.1

Level 1

Epitome

Level 3

Diagrammatic Representation of a Set of Lessons



This sequence is one in which the general ideas epitomize rather than summarize, and the epitomizing is done on the basis of a single type of content.

Epitomes must be ideas that are presented at a concrete, meaningful, application level. They present core principles (although we cannot equate epitome and principle) that provide a basis for moving to specifics.



Epitomes are done with three types of content: concepts, procedures or principles. Concepts are certain sets of

objects, events or symbols that have certain common characteristics.

Procedures are sets of actions intended to achieve an end.

Principles are changes in something else, generally denoting cause and effect.

One of these types of content is chosen as the most important one to achieve the goals of a lesson or course. . The sequence is then said to have

an organization based on this content (conceptual, procedural, and theoretical organizations).

Epitomizing is then structured as follows: one type of content is chosen, then all the organizing content in the

course is listed, after which the most basic and fundamental

ideas are selected and presented at the application level rather than the abstract level.



From the epitome, we can elaborate upon the

organizing content presented therein. This is the first level of elaboration

The second level elaborates upon the organizing content in the first level

The process continues in the same way.

The relationships that result between the levels are organized according to content including the prerequisites, thus, conceptual, procedural, theoretical and learning-prerequisite relationships.

At each level and expanded epitome is used to create a means to elaborate upon the next level.




Which Type of Sequencing pattern is Best? or

When is each best? Neither exists in pure form – they are two

endpoints on a continuum – the decision is where on the continuum to situate the curriculum.

But content must be fairly complex and large to make it worthwhile.



Topical Sequencing Spiral Sequencing

TopicA

TopicB

TopicC

TopicA

TopicB

TopicC

TopicA

TopicB

TopicC

TopicA

TopicB

TopicC

TopicA

TopicB

TopicC

TopicA

TopicB

TopicC

Topical SequencingTopical Sequencing Spiral SequencingSpiral Sequencing

Click to See Illustration B.Click to See Illustration A.

Demonstration:



Illustrations: (class activity)

Topical Sequencing IllustrationFile Management

Spiral Sequencing IllustrationFile Management



Topical Example- File Management: Topic “A”

A. Theory of Hierarchical Organization of Files

B. Analogy:

A. Concepts of Tree and Directories

B. Definitions and Characteristics of FilesFile = eFileFile = FoldereFile = Folder

C. Amending/ Reorganizing Files (i.e., Removing, Repositioning, Renaming, Splitting, Duplicating, Amalgamating)

D. Locating/ Finding Files

Filing Cabinet hard/virtual storage medium (drive) Tree

Filing Cabinet

Drawers

Folders/Directories at root level

Hanging Folders/

File Folders/Tabbed Dividers

Successive levels of Sub-Folders (declension)



Topical Example- File Management: Topic “B”

A. Windows® G.U.I. EXPLORER File Mgt Program Orientation and Navigation

B. File Attributes (Hidden, Archival, Read-Only, File Types)

C. Graphical representation of of Tree (Root) and Directory (Nested Folders) & Features

D. Menus: File / Commands /Properties

E. Amending/ Reorganizing Files (i.e., Creating (Naming), Deleting, Moving, Copying, Renaming, Merging, Dividing)

F. Find/Search Methods:By Name, By Date, By Content, By Size, By Type

G. Within & Across Drives & Directories

H. Use of Indexes



Topical Example- File Management: Topic “C”

A. Menu and Command Selection

B. Navigation of Tree Panelthrough hierarchical levels

C. Navigation of Directory Panethrough hierarchical levels

D. Creating (Naming) Folder

E. Renaming Folder

Deletion Folder(s) Moving Folder(s) Copying Folder(s) Moving File(s) Searching Files & Folders

using size, date, type, name criteria cross multiple drives

Creating Search Indices



Theory of Hierarchical Organization of Files

Analogy Concepts of Tree and

Directories Definitions and

Characteristics of FilesFile = eFileFile = FoldereFile = Folder

Amending/ Reorganizing Files (i.e., Removing, Repositioning, Renaming, Splitting, Duplicating, Amalgamating)

Locating/ Finding Filesuser-defined criteria (keyword, subject, author, chronology, etc)

Cross-Referencing Files

Windows® G.U.I. EXPLORER File Mgt Program Orientation and Navigation

File Attributes (Hidden, Archival, Read-Only, File Types)

Graphical representation of of Tree (Root) and Directory (Nested Folders) & Features

Menus: File / Commands /Properties

Amending/ Reorganizing Files (i.e., Creating (Naming), Deleting, Moving, Copying, Renaming, Merging, Dividing)

Find/Search Methods:By Name, By Date, By Content, By Size, By Type

Within & Across Drives & Directories

Use of Indexes

Menu and Command Selection

Navigation of Tree Panelthrough hierarchical levels

Navigation of Directory Panethrough hierarchical levels

Creating (Naming), Renaming, DeletingFolders

Moving , Copying, Moving Files & Folders

Searching Files & Folders using size, date, type, name criteria cross multiple drives


Spiral Example- File Management Topic“ AA” TheoryTheory Topic“ BB” MechanicsMechanics Topic“ CC” Practical ApplicationPractical Application

Theory of Hierarchical Organization of Files

Analogy Concepts of Tree and

Directories Definitions and

Characteristics of FilesFile = eFileFile = FoldereFile = Folder

Amending/ Reorganizing Files (i.e., Removing, Repositioning, Renaming, Splitting, Duplicating, Amalgamating)

Locating/ Finding Filesuser-defined criteria (keyword, subject, author, chronology, etc)

Cross-Referencing Files

Windows® G.U.I. EXPLORER File Mgt Program Orientation and Navigation

File Attributes (Hidden, Archival, Read-Only, File Types)

Graphical representation of of Tree (Root) and Directory (Nested Folders) & Features

Menus: File / Commands /Properties

Amending/ Reorganizing Files (i.e., Creating (Naming), Deleting, Moving, Copying, Renaming, Merging, Dividing)

Find/Search Methods:By Name, By Date, By Content, By Size, By Type

Within & Across Drives & Directories

Use of Indexes

Menu and Command Selection

Navigation of Tree Panelthrough hierarchical levels

Navigation of Directory Panethrough hierarchical levels

Creating (Naming), Renaming, DeletingFolders

Moving , Copying, Moving Files & Folders

Searching Files & Folders using size, date, type, name criteria cross multiple drives


Instruction: Hit ENTER key to see the dynamics of spiral sequencing within the learning process.



PART C

TYPES of TYPES of ELABORATIONELABORATIONSEQUENCESSEQUENCES



What is an Elaboration Sequence?

TaskTask Expertisestart with simplest real-world version of a task and gradually progress to evermore complex versions as each is mastered.

DomainDomain Expertise ranges from simple to complex, but also from general to detailed; gaining expertise involves: ConceptualConceptual – understanding “what” TheoreticalTheoretical – understanding “why”



General-to-Detailed ContinuumGeneral-to-Detailed Continuum

A N I M A LA N I M A LA N I M A LA N I M A L

Reptile Mammal Insects

Dog Bear Whale

Black Black BearBear

Black Black BearBear

Polar Polar BearBear

Polar Polar BearBear

Grizzly Grizzly BearBear

Grizzly Grizzly BearBear



The Conceptual Elaboration Sequence

Concepts are groupings or classes of objects, events, or ideas and can be broken down into narrower, less inclusive concepts.

Teach from Broad (most inclusive) to Narrow (less inclusive but more detailed) concepts.

Does not violate the notion of learning prerequisites because higher level concepts contain prerequisites for concepts below them.



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).

Teaches the broadest, most general principles (usually the simplest) with gradual progression to narrower, more precise principles (usually more complex).

To TOPIC Start



The Simplifying Conditions Method

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



Hierarchical Task Analysis and SequencingC

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SU

B S

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Diversity of SUB SKILLS

Hierarchical Analysis

Hierarchical Sequencing

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Task Analysis and Sequencing with SCM

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Diversity of TASK

CO

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Co

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SU

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Diversity of SUB SKILLS

Co

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TA

SK

Diversity of TASK

Part to whole/Simple to Complex(Sub skills to main skills)

Simple to Complex(simple task to complex task)

Task Analysis should be done prior to sequencing as separate task.

Task Analysis and sequencing can be done simultaneously –the prototype can be developed rapidly.

Facilitates the learning of higher-order skills. From the very first lesson it provides1) the flavor of the whole task2) a simple but applicable skill, and3) enhanced motivation

The hierarchical approach is necessary but not sufficient. It also introduces a fragmentary approach.

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Website Resources

Elaboration Theory Definition

Illustrative Instruction

Additional Resources & Links

Online Evaluation

http://www.computer.ucalgary.ca/arc/eder673L01



Questions?

Click below to Email Click below to Email Your Presenters:Your Presenters:

In your estimation, was this a example of an ‘elaboration’ learning exercise?

Would you incorporate this instructional design and development theory into your own practice?



Outcomes

We have described and demonstrated the Elaboration Theory, both in our presentation and in our class activity, please evaluate our effectiveness in providing the learner with:

A basic understanding of the concepts of Elaboration Theory.

A realization of its affect on the Learning Process.

The ability to recognize various Sequencing Strategies applied to curriculum design & development.

The ability to assess the performance implications for your own real-life instructional practice.

by completing the following online evaluation….



We Value Your Feedback!

Please complete the following online EvaluationEvaluation of our

presentation:



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E laboration T heory Charles Riegeluth Guidance for Scope and Sequence Decisions The content for this presentation has been prepared using content directly