Agenda

1
Agenda

• Elaboration Theory A Guide for Scope and
  Sequence Decisions
• A. Overview of micro/macro approaches to ID
• B. An analogy for Elaboration Theory
• B.1 Sequencing
• Sequencing Decisions
• Sequencing Strategies
• Topical
• Spiral
• B.2 Scoping
• Scoping Decisions
• C. What is an Elaboration Sequence?
• C.1 Task Expertise
• C.2 Domain Expertise
• C.3 The Conceptual Elaboration Sequence
• C.4 The Theoretical Elaboration Sequence
• C.5 The Simplifying Conditions Method (SCM)
• How to design an SCM sequence

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Sources

• The following resources were adapted for this
  class, to fit the time frame of EDER 673 for the
  2003 Winter Class
• Riegeluth, C. (Ed.), (1999). The Elaboration
  Theory. In Instructional design theories and
  models - A new paradigm of instructional theory.
  Volume II. Lawrence Earlbaum Associates.
• Reigeluth, C. (Ed.), (1983). The Elaboration
  Theory of Instruction. In Instructional design
  theories and models - An Overview of their
  current status. Volume I. Lawrence Earlbaum
  Associates.
• Smith, P. L., Ragan, T. J. (1999).
  Instructional Design (2nd Ed.). New York Wiley.
• These are all exellent sources for your future
  professional education teachnology library.

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A. An overview of Micro and Macro level ID
ApproachesDesigning instruction to achieve a
learning/skill objective (to fill a gap)
Overview

• Recall that Gagne wrote about the executive
  processes that an individual uses when learning
  (memory processes). These are micro level
  processes. At the micro level of instructional
  design, we design learning/instruction events so
  that the learners micro level cognitive
  processes to fit the conditions of learning - to
  assure the best learning chance for the student.
• There are macro level approaches, that place the
  learner in the learning environment context,
  instead of focussing on the hierarchy
  instructional events suited for different types
  of learning.
• Elaboration theory is a macro approach to the
  design of instruction.

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A. An Overview Broad Overview of the Elaboration
Theory of Instruction
Overview

• As creators of a learning event or environement,
  once we know the learners knowledge/performance
  needs, we then create the learning objectives or
  tasks to achieve the ideal learning/doing
  outcomes. We do this for the learner by designing
  instruction.
• So then we need to consider instructional
  strategies.
• Micro level instructional strategies are
  concerned with teaching a single idea. Micro
  level instruction strategies employ examples of
  that idea. (example Use the I before E except
  after C rule to spell the following words
  correctly).
• Macro level instructional strategies relate to
  several ideas, and to sequencing those ideas to
  maximize learning. (Example Some spelling rules
  are tricky, and they change depending on the
  word. Read the story and find some of the words
  with an IE or EI before a C. What have you
  learned about spelling these kinds of words?

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Overview

• A. Some Macro Approaches to Designing
  Instruction
• The Hierarchical approach to task analysis Gagne
  (1968, 1977) introduced the idea of the learning
  prerequisite (some knowledge must be acquired
  before other knowledge can be acquired). This
  gave rise to the hierarchical approach to task
  analysis (learn this, before you can learn that)
  Such complexity inherent to hierarchical design
  (too many if-then-elses) makes the hierarchical
  approach difficult for some design situations.
• The Information Processing approach to task
  analysis described the procedure or order in
  which tasks should be performed, as opposed to
  the order in which they must be learned.
  (Merrill, 1971 Landa, 1974).
• Instructional sequences were discovered that
  helped learners see relevance in learning
  (Ausubel, 1968). Ausubel said to start
  instruction with general level knowledge that
  subsumes the content that is to follow the
  remainder of instruction is then a process of
  gradually introducing more detailed specific
  knowledge about general ideas, like in Bruners
  (1960) spiral curriculum.
• Elaboration theory is a macro approach to
  instructional design too.

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A. Elaboration Theory A Flexible Macro Approach
to ID
Overview

• The simple-to-complex sequence of instruction and
  learning prescribed by the Elaboration approach
  helps to ensure that the learner is always aware
  of
• The importance of the different ideas that are
  being taught
• The ability to learn at a level of complexity
  that is most meaningful to him
• The ability to choose complexity that is
  comfortable, rather than plodding through levels
  of too-high or too-low complexity first.
• The model is more learner centred and less
  teacher or content centred.
• More holistic approaches to instruction can be
  accommodated by this method, as this method
  allows the proper scope (content) and sequence
  (ing) (ordering) of connected chunks of
  instruction within simulation, PBL (problem based
  learning), situated learning designs.
• Because one can identify real-world version of
  the task or content domain.

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B. An Analogy to help introduce you to the
theory
Overview

• This method of instruction is, for the learner,
  like studying subject matter through a zoom
  lens.
• The learners starts with a wide-angle view, which
  allows him/her to see the the major parts fo the
  picture and the major relationships among those
  parts, with little detail (macro view).
• The learner then zooms in on a part of the
  picture. More sub parts can then be seen. After
  studying all the parts here, the person can zoom
  back out and study other parts, in context.
• This is not unlike the foundations of contextual
  or constructivist instruction design - both
  approaches depend on designing the contexts for
  learning, and on learner cognitive processes.
• The person could be forced to learn all parts
  at various zoom levels, or to skip to another
  part of the picture following their own
  interests. Or the learner can control the zoom
  level and the teacher can then be ready to teach
  at that level.
• However, there are no prerequisite learnings
  required - like in Bruners spriral curriculum,
  learners work to deeper levels of complexity. As
  they go deeper, increasingly complex
  prerequisites exist, but they will already have
  been taught as part of the previous steps.

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B.1 Sequencing

• Sequencing requires the designer to make
  decisions about how to group and order content.
• So the designer must also decide what content
  should be in each grouping.
• Factors affecting sequencing
• 1. The size of each group of content (the size of
  the learning event)
• 2. The contents of each group of content
  (learning event)
• 3. The order of components within each group of
  content (learning event)
• 4. The order of the each group of content
  (learning events).

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B.1 Sequencing depends on
1. The size of each group of content (learning
event)
2. The components of each learning event
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B.1 Sequencing depends on
3. The order of components within each learning
event
A B C
D E F
4. And the order of the learning event
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B.1 When Sequencing makes a difference to the
success of your ID

• The difference depends on 2 factors
• 1. The strength of the relationships between the
  topics
• - if the course is about a bunch of unrelated
  topics (Software, Financing, Training, Planning),
  the order for teaching these topics will not
  matter as much.
• - if the course is about a bunch of closely
  related topics (Software, hardware, platforms,
  networks, usability), the order for teaching
  these topics matters.
• 2. the size of the learning event.
• Usually when topics are closely related, as the
  size of the course increases, so does the
  importance of sequencing because most learners
  will have a tough time organizing improperly
  sequenced topics. More than a couple of hours to
  learn each topic means that sequencing is
  critical, then.

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B.1 Sequencing Strategies

• The Importance of (topic) relationships to
  designing a sequenced learning event
• 1. No relationship between topics no importance
  for careful sequencing of the modules
• 2. Good relationship a need for care and
  attention to module sequencing. Certain types of
  topics have single types of relations and should
  be sequenced as follows
• a. historical topic sequences work when
  instruction sequencing can is based on a series
  of events (teaching plant growth or tectonics).
• b. procedural topic sequences work when tasks
  or learning depends on a specific order of
  performance (filling a tooth cavity).
• c. hierarchical seqeunces work when a keen
  relationship between the learning prerequisites
  among various skills and subskills that comprise
  a task exist (building a house)

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B.1 Sequencing Strategies Two patterns exist
Topical and Spiral

• 1. Topical sequencing
• A topic is taught to whatever level of competency
  or understanding is required (to reach the
  learning goal you set) BEFORE teaching moves to
  the next topic.
• Advantages Learners can focus on one topic and
  learn it deeply without skipping to another
  topic. All materials are used at one time.
• Disadvantages After the learner moves on to the
  next topic, they can forget the previous one.
  Learners dont get an idea of the whold subject
  area until they finish the curriculum or course.

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The Topical Sequencing Strategy
Start
End
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B.1 Sequencing Strategies Two patterns exist
Topical and Spiral

• 1. Spiral sequencing
• Learners master a topic (or task) gradually in
  several passes. The learner learns the basis of
  one topic (or task) and then another, and
  another (they can even choose topics).. And
  moves on to another topic. The movement continues
  until mastery is reached (at your designed level
  of mastery) for all topics.
• Advantages There is a built-in synthesis and
  review process. Interrelationships between topics
  may help the learner learn similar approaches
  within different topics in quick sequence
  (studying topics like how to drywall interior,
  exterior, wet and dusty rooms, for example as
  Topics A, B, C, then moving on to studying how
  to paint interior, exterior, wet and dusty rooms,
  for example as Topics A, B, C...). Cycling back
  to an earlier topic provides a review.
• Disadvantages this is not a sequence for ADHD
  learners. Disruption occurs as topics switch
  frequently, and the efficient management of
  resources is tough. This is like teaching 8 CTS
  modules at once. But it can work very well.

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The Spiral Sequencing Strategy
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B.2 Scoping Strategies

• Scoping is concerned with WHAT to teach, not WHEN
  to teach it. It focusses on the nature of the
  content to be taught/learned. Scoping requires
  decisions about what the learner needs and / or
  wants to learn.
• If you dont teach the right content in your
  design, you miss the point of the needs and goal
  analysis. You miss the whole point!
• In K-12, learning needs are vague and can be
  culture context dependent - the benefits of
  instruction are harder to measure/see. Still WHAT
  is taught is important, and it should fill a gap
  in student knowledge or performance, based on
  your needs assessment and goal analysis.
• TRAINING Context Content Considerations
• Organizational goals should match the content
• Organizational and work / job requirements should
  match content
• EDUCATION Context Content Considerations
• Needs are less clear, are culture dependent,
  students have their own interests and benefits
  may take years to realize. Curriculum is the
  guide but multimedia constructivist praxis
  cause new scoping rules to be developed.

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C. Elaboration Sequences

• Elaboration sequences are founded on the idea
  that different sequencing strategies should be
  designed for different kinds of content (topics),
  and that different kinds of relationships with
  the content. (we can spiral lessons about the
  exploration (and comparison) of various European
  Governments, for example). For high expertise in
  this, systematic travel to similar (Education)
  departments in each country might occur, followed
  by another round of travel to the same countries
  to study a different department (Finance).
• So the kind and level of expertise you expect
  from the lesson(s) or course (s) will vary
  depending on the kind of expertise you want to
  develop. (IE are you training tax collectors the
  case above, or are you educating Federal
  Economists?).
• Elaboration theoriests define 2 kinds of
  expertise in elaboration
• 1. Task Expertise (learner becomes an expert in
  one task(tax collector)
• 2. Domain Expertise (learner is an expert in a
  body of subject matter not tied to any one task
  (economics).

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PART C

• TYPES of ELABORATIONSEQUENCES

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C.1 Elaboration Sequences Task Expertise

• Task Expertise Elaboration theory only works to
  instruct complex tasks. The simple-to-complex
  model works well to train tax collectors or to
  educate PERL programmers.
• Problems tackled should be within Vygotskys zone
  of proximal developlment - then the learner
  pushes beyond that.
• Cause-effect relationships are established so the
  learner can understand and learn elements and
  combined element concepts, backing in and out of
  these relations offers abstract learning
  opportunity, analysis and synthesis.

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C.2 Elaboration Sequences the 2 kinds of
Domain Expertise
Domain Expertise Domain expertise ranges from
simple to complex. Tax collectors can walk door
to door, or help develop new GST systems. The
idea is to design learning and teaching that goes
from simple to complex. Start with the broadest,
most inclusive ideas (social service exists
because of tax collection and distribution).
Gradually progress to more complex ideas (tax
collection should not target the poor as much as
the wealthy, then..). There are 2 types of domain
expertise to consider in your sequencing of this
kind of instruction Conceptual Domain Expertise
(understanding what). In simple form, these are
concepts and principles (tax fuels the state for
quality civil life). In complex form, these are
concept maps (of tax, welfare and
GDP). Theoretical Domain Expertise
(understanding why). In simple form, these are
models for understanding (no tax, no hospitals).
In complex form, these are intellectual models
that explain real phenomena. General to specific
sequencing is still recommended for this type of
learning / mastery.
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C. 2 General-to-Detailed Continuum
A N I M A L
GENERAL
Reptile
Mammal
Insects
DETAILED
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C. 3 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.

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C. 4 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
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C. 5 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

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Hierarchical Task Analysis and Sequencing
CONCEPTUAL MAP
Hierarchical AnalysisHierarchical Sequencing
Complexity of SUB SKILLS
Diversity of SUB SKILLS
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Task Analysis and Sequencing with SCM
CONCEPTUAL MAP
Complexity of TASK
Diversity of TASK
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Conceptual Map
Complexity of SUB SKILLS
Complexity of TASK
Diversity of TASK
Diversity of SUB SKILLS
Underlying Logic
ForDesigner
ForLearner
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Conclusions

• Elaboration Theory of Instruction deals with the
  macro level of instruction, meaning that it is
  primarily concerned with the sequencing of ideas
  as opposed to the individual ideas themselves and
  examples relating to them.
• Specifically, sequencing in this case relates to
  fundamental and representational ideas or core
  principles, which are presented first, that lead
  to specifics.
• These ideas are called epitomes in elaboration
  theory. The epitome serves as a foundation from
  which more specific information may be developed.

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Website Resources

• Elaboration Theory Definition
• Illustrative Instruction
• Additional Resources Links
• Online Evaluation

http//www.computer.ucalgary.ca/arc/eder673L01
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Questions?
? 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?
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Outcomes

• We demonstrates the Elaboration Theory, both in
  our presentation and in our class activity. To
  Summarize
• 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.