Elaboration Theory

Instructional Design theories are design-oriented not results-oriented.

Elaboration Theory

  • macro view of Component Display Theory
  • increasing level of complexity: simple to complex, general to specific
  • zoom in on one topic from simple (general) to complex (specific); zoom in on another topic from simple to complex…
  • emphasis on sequencing (cognitive)

Component Display Theory

  • different classes of learning outcomes require different procedures for teaching and assessment
  • comprised of three parts:
  1. a performance/content matrix of the desired level of student performance and type of content
  2. 4 primary presentation forms: Expository (Rule, Example) and Inquisitory (Recall, Practice)
  3. a set of prescriptions relating the level of performance and type of content to the presentation forms

Performance

Content

Remember

Use

Find

Fact
Concept
Procedure
Principle

Re-vision

Here are the concept maps I produced for the course. The first focused on ID elements; given my lack of knowledge depth, it was incomplete, and given my lack of knowledge breadth, it was disconnected.

Instructional Design

Instructional Design

The second was more integrated but emphasized learning theory to the exclusion of practical aspects of production. The internal (memory types) metaphor surrounded by cultural influences focused on the learner situated in a community environment; the connections to communities was less successful.

Learning Theories

Learning Theories

My third returned to the elemental roots of the first but is more fully informed by learning theory, more practical, and represents a more complete consideration of the process. At the same time, it fails to incorporate the concept of process, and frankly, it’s pretty boring.

Theory and Design

Theory and Design