Group Forum 3 - A 5P Look at Elaboration Theory

Team 4; Askar, Cunha, Emanuelson, Sanad Shah

Comment in the forum input on:

1. Usability with respect to assessing approaches to existing or projected teaching/design
situations.
Elaboration theory is an instructional design model that aims to help select and sequence
content (topical or spiral), to optimize attainment of learning goals. It is intended for
training and educational instruction where the use in training differs from that for
education. The approach to training requires providing what trainees need to perform
well. For education the needs are less clear and depend largely on values and results may
be evident years later.
2. Your recommendation(s) and opinion to your colleagues (recommend, not recommend,
ease of difficulty in understanding the approach, etc.)
I would recommend, but in conjunction with another theory. Also, as suggested by
Reigeluth, this theory is intended for more complex tasks and the theory is more
applicable when there is a greater relationship between the topics of the tasks. Therefore,
this theory is best for designing instructional material or content, but blended with other
theories.

3. Your opinion as to which theory, or theories, dominate Reigeluth's thinking.

The learning theories dominating Reigeluth’s Elaboration Theory are Cognitivism, where
the learner is building complex knowledge on simpler cognitive structures, and
Constructivism.

1
 Accounted
For?
Y = Yes
Element of Motivation N= No Comments
NA = Not
Applicable
? = Cannot
Determine
Presentation
The theory considers whether material is Yes Yes. Paper mentioned using a
1 relevant to needs and goals of the learner needs assessment in order to
design instruction that targets
needed training/instruction
etc.

The theory includes consideration as to ? The theory did not mention

2 whether material and/or whether the material is new
presentation/stimulus is novel, is but concentrated on
something new and interesting to the progressing from simpler to
learner. complex material.

The theory concerns itself with the
3 presentation approach being intrinsically
pleasant/interesting/stimulating/ thought
provoking.
Yes Yes, the theory fully supports
it. According to Elaboration
Theory the learners
understand the tasks
holistically and they acquire
skills which help them to use
these tasks in their real-life
setting, and these skills
enhance the learners’
motivation level and the
quality of instructions as well.

The theory informs with respect to areas N There is no solid evidence

such as wording, visuals, audio, language found about using
4 being manageable and useable to the audio/visual aids.
receiving group or individual.

Practice
The theory supports opportunities being
provided to develop proficiency in
5 application of the skill, knowledge, ability
or concept
Yes Yes, the Elaboration Theory
supports this. In this approach
the learning starts with
schemata or scaffolding (easy
2

The theory supports practice activities, to
include repetition and spiraling, designed
6 to develop automaticity in responses and
execution if appropriate
The theory requires that practice is
7 relevant to needs and goals of the learner
The theory covers self-assessment or
tasks) and gradually goes for
complex tasks.
Yes This theory has three central
sub-theories (Conceptual
Elaboration Sequence,
Theoretical Elaboration
Sequence, and Simplifying
Conditions Methods) all of
which focus initial instruction
on broad/ general terms and
conditions and narrowing
down to more defined and
“less inclusive” concepts and
principles as instruction
continues. Sequencing in
each way is specifically
designed to lead to task or
domain expertise.
Yes This is an assumption that can
be made since it is not
specifically listed and
discussed. As in Questions 1,
relevant practice as with
instruction is assumed, and
could be considered a
condition of instruction.
? While this is not specifically
3
 assessment by other means that evidences
8 that the Learner can see that
skill/competency acquisition is taking
place
The theory requires practice activities that
9 are within or slightly above the learner’s
competency level
The theory requires that practice be
10 designed to lead to correct response.
Production and Posting
The theory encourages application of the
11 skill, knowledge/ability or concept being
learned
identified as part of the
theory, the broad to specific
learning method does lend
itself to building on topics, so
in away it ensures the
foundational information is
understood and is proved by
the learner’s ability to
understand more complex
problem. The theory also
addresses problems or
projects within what
Vygotsky (1978) called “the
zone of proximal
development”, and are close
enough to the learner’s
present competences for the
learner to be able to deal with
successfully.
Yes This theory suggests that the
tasks learners are assigned are
within their zone of proximal
development, with a gradual
increase in complexity.
Yes According to Elaboration
theory the scope and sequence
is very important, if the
content is appropriate for the
learners, their performance
will be good, which lead to
correct response. But in truth,
what theory tries to lead
learners to incorrect
responses.
Yes Topical and spiral sequencing
requires the learner to fully
understand one part of the
task before moving to the next
within the same topic
4

The theory encourages publication of
whatever is produced by the learner to
12 group for peer view and learning
Participation/Collaboration
Theory supports synchronous or
13 asynchronous review of posted products
Theory promotes a Community of
14 Practice/Wisdom/Knowledge
Theory supports some form of
accountability with respect to who is
15 contributing and how they are contributing
to knowledge sharing
Theory accounts for variation in task
16 readiness and ability to contribute to group
effort to meet goals
(topical), or to switch between
topics within the same level
before going to the next
(spiral).
? While this is not specifically
stated, there is a
demonstration factor, because
the learners use acquired
knowledge in the real-world,
which is a form of
demonstration.
N Theory does not mention
explicitly about eLearning or
synchronous learning.
N Theory does not mention
explicitly about community of
practice
? This theory does not support
collaborative communities or
specifically sharing of
knowledge between learners,
although that could happen
given the correct
circumstances.But, just
because the theory doesn’t
specifically address this
doesn’t mean that they won’t
work when using this theory.
? Theory mentions that tasks
should be within current
competencies of learners or
within their ZPD to achieve
the goals, however there is no
mention of group
collaboration.
5
 In terms of theory, does the theory provide No There is no specific mention
17 for collaboration? of collaboration.