Learning Theory Post from 1/18

I was looking at the blog post schedule and noticed that on the 1/18 posting it says: Graphic of learning theory/everyone.

I know we received an email saying to have one ready to discuss in class last week, but we never went over them so I'm posting mine here. I'll be able to talk about it this week in class should that be how we're doing it - either way I just wanted to keep up with the blog schedule (even if its late).

Regeiluth's Elaboration Theory

This theory, similar to what we discussed with Tassie's submission, provides a strategy that increases the effectiveness of instruction. This approach to designing instruction is said to provide more stable cognitive structures, leading to better retention and transfer of learning (Culatta, 2013).

 Instead of chunking or rehersal, elaboration theory organizes content from general to specific, simple to complex, building upon prior knowledge or provided information in a gradual progression (Amarasing, N.D.).  Seven major strategies make up elaboration theory:
(1) an elaborative sequence,
(2) learning prerequisite sequences,
(3) summary,
(4) synthesis,
(5) analogies,
(6) cognitive strategies, and
(7) learner control.
(Culatta, 2013)

By building upon elaborative sequences, and later practice as the information is revisited before learning the next sequence, learners are intorduced to contextual factors relating information, while practicing the information through multiple exposures.

This is an interesting learning theory to me as it provides an understanding for how instruction can be intentionally designed to add infomration to specific schema through scaffolding - or - elaborative sequences.



Amarasing, P. (n.d.). Elaboration theory. Retrieved from http://www.southalabama.edu/oll/mobile/theory_workbook/elaboration_theory.htm
 
Culatta, R. (2013). Elaboration theory (Charlie Reigeluth). Retrieved from http://www.instructionaldesign.org/theories/elaboration-theory.html