Abstract
This paper describes a novel instructional model for sequencing, syntheizing, and summarizing subject-matter content. The importance of such models is discussed, along with the need for a significant change in the role of subject-matter structure in instruction. A “zoom-lens” analogy is presented to facilitate an understanding of the elaboration model of instruction. Some basic concepts and principles upon which the model is based are described. The basic unvarying components of the elaboration model are described. And finally, some variations in the model for different kinds of goals are described. The elaboration model follows a general-to-detailed pattern of sequencing, as opposed to the hierarchically based sequences derived from Gagné-type task analyses.
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Many of the ideas described in this paper were developed under two projeets, one funded by Brigham Young University in Provo, Utah, and the other by the Navy Personnel Research and Development Center in San Diego, California; however, the ideas expressed do not necessarily constitute the opinions of the funding institutions.
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Reigeluth, C.M., Merrill, M.D., Wilson, B.G. et al. The elaboration theory of instruction: A model for sequencing and synthesizing instruction. Instr Sci 9, 195–219 (1980). https://doi.org/10.1007/BF00177327
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DOI: https://doi.org/10.1007/BF00177327