Elaboration Theory

The elaboration theory is a guiding design theory that argues that the contents we learn should be organized in a simple – to – complex order to create a meaningful context in which subsequent ideas can be integrated. It was introduced in 1979 by Charles Reigeluth and proposes that we provide a series of simple basic concepts, starting with a basic concept, followed by more detailed, specific and complex concepts. The focus of theory is on the goals that lead to these results and the (physical and conceptual) tools used to mediate them. [Sources: 1, 8, 9]


Unlike instruction design (ID), most teaching theories only cover one phase of the design process (UDM) and not all phases. This means that teaching theory focuses on the specification and construction phases of U DM, but the elaboration theory takes into account the learner’s previous knowledge in order to sequence the conceptual structure. Typically, five phases are included in the teaching and design model: concepts, principles, structures on which principles and structures can be built, and the implementation of these concepts. [Sources: 1, 9, 10]


One of the valuable ways that learners can fill in gaps in their existing scheme and deepen their knowledge is to engage with other people and ask questions. The development also involves making connections between the ideas you want to learn and the material. As you work out the idea you are learning, explain several ideas you have learned and connect and explain them. If several concepts exist, then one can use beside U DM also theoretical El-elaboration. [Sources: 0, 5, 8]


One of the most important theories today is the elaboration theory explained by Charles M. Reigeluth and is one of his most popular theories. El – Theories of elaboration are elaborations of theories that form the basis for many other theories, such as the theory of relativity and the theories of quantum mechanics and quantum physics. [Sources: 2, 4, 10]


Development of theories of elaboration theory in the context of the Common Knowledge Base, which was established by the National Science Foundation (NSF) and the University of California, Berkeley (UC Berkeley). Access is limited to pupils with A-levels or degrees in physics or mathematics. [Sources: 1, 4]


In teaching theory we explain how to organize our environment to facilitate such learning, and in learning theory we explain how the interactions between learners, goals, and tools available affect learning. In teaching theories we have set up a number of theories of elaboration theory to facilitate such learning processes and explained how they arise through experiments. We would be happy to tell you whether we offer models and theories for teaching design that are not included in the curriculum models and theories. [Sources: 7, 9, 11]


To clarify some of the nebulae around learning theories, we have developed the following taxonomy of learning theories. This taxonomy identifies the key theories that apply to learning in the workplace, categorizes them by common characteristics, identifies and illustrates them in terms of their impact on learning. It is a descriptive theory of the way in which the cognitive area described by Gagne is structured. [Sources: 3, 5]


Like most good theories, the Elaboration Likelihood Model consists of simple parts, but when combined, it becomes almost as complicated as everyday life. It is called “building something that makes use of what is available” and is used here as an example of the application of a complex theory in the workplace, rather than as a simple learning model. [Sources: 6, 9]


The Elaboration Likelihood Model (ELM) was developed in the 1970s and 1980s by Professors Petty and Cacioppo, while Professor Chaiken developed the heuristic and systematic model of HSM. It is a elaboration probability model is a theory developed in the years 1970 – 1980 by Richard Petty and John Caccoppo. [Sources: 6, 12]


This adaptation is clearly complementary to the scheme library, with the constructivist perspective emphasizing the learner – the activity at the centre. Reigeluth attributes to Ausubel and Bruner the foundation for the theory of elaboration, in which teaching was to be organized and gradual in increasing order. He graduated with a Bachelor in Philosophy from the University of Leipzig and a Master in Mathematics from the University of Bremen. [Sources: 5, 9]


The most important component of theory is that the learner must find a meaningful way to apply the information and skills he has learned in the real world. By asking numbers why and how, this question will encourage him or her to provide an explanation for the ideas he or she is learning and to integrate the new material that is being learned with the things that they have already known or experienced. [Sources: 0, 3]


It is also necessary that at the end of each stage of the teaching, a summary of what we have seen so far is produced. As in the previous point, we have also seen that one of the key features of a good teaching method is the summary that is placed at the end of each phase. [Sources: 2]




[0]: https://www.learningscientists.org/blog/2016/7/7-1


[1]: https://www.learning-theories.com/elaboration-theory-reigeluth.html


[2]: https://learn.ra.org/blog/index.php?entryid=102


[3]: https://k3hamilton.com/LTech/elaboration.html


[4]: https://sites.google.com/a/nau.edu/learning-theories-etc547-spring-2011/theory/elaboration-theory


[5]: https://ryan2point0.wordpress.com/tag/elaboration-theory/


[6]: http://healthyinfluence.com/wordpress/steves-primer-of-practical-persuasion-3-0/thinking/elm/


[7]: https://elearningindustry.com/elaboration-theory


[8]: https://elearning2020.pressbooks.com/chapter/elaboration-theory/


[9]: http://minkhollow.ca/beckerblog/2015/09/18/murky-waters-learning-and-instructional-design-theories-and-models/


[10]: http://test.scripts.psu.edu/users/k/q/kqy1/kb/id/elaboration.htm


[11]: https://en.wikipedia.org/wiki/Elaboration_likelihood_model


[12]: https://www.thoughtco.com/elaboration-likelihood-model-4686036