Brent G. Wilson

A Critical Review of Elaboration Theory

In this article the authors examine elaboration theory (ET), a model for sequencing and organizing courses which was developed by Charles Reigeluth and associates in the late 1970s. The purpose of the article is to offer a critique of ET based on recent cognitive research and to offer suggestions for updating the model to reflect new knowledge.Commentary by Charles Reigeluth follows this article.

Electronic Discussion Groups: Using E-Mail as an Instructional Strategy.

ConclusionThe use of electronic mail for conducting educational discussion groups is extending beyond distance learning situations into traditional classrooms. This should not be surprising since e-mail is becoming a daily learning and productivity tool for an increasing number of professionals. We believe that there is tremendous potential in the use of electronic discussion to supplement and complement class discussion.

A New Model of Concept Teaching and Learning.

Current models of instructional design assume that concepts are (a) classifying rules, (b) components of a more complex network or schema in memory, and (c) evaluated/taught by classification performance. Based on current research and theory, however, concepts should be viewed as conceptual tools rather than classification rules. Concepts may be schemas or networks in themselves, as a complex arrangement of declarative, procedural, and inferential knowledge. Concept learning may be measured by concept use and inferences as well as classification and taught via analogies, learning strategies, use/inference practice, and rational-set generators.

Adoption Factors and Processes

As individuals and organizations complete the process of adopting new technologies to support learning, a number of factors come into play — including the technology’s design and usability; the fit with local culture and practices; the associated costs; and the expected benefits of adoption. Some factors are about the technology, others about the prospective user, still others about the local context of use. In addition to descriptions of factors and users, researchers have identified stages and repeating patterns that shape the adoption process. This chapter reviews these various factors and processes with an emphasis on school and university settings. We conclude with a reminder that adoption of technology depends on shared negotiation of values and priorities.

Expert System Shells: Tools to Aid Human Performance

The purpose of this article is to examine the role an expert system can play as an intelligent job aid. The use of expert system shells for microcomputers is discussed. We argue that instructional designers, with their competencies in consulting with experts and representing content, are an ideal constituency for learning how to develop expert systems within organizations. The paper concludes by presenting some issues that are important for instructional designers to keep in mind as they begin using expert systems to support job performance.

Adopting Digital Badges in Higher Education: Scoping the Territory

Digital badges are often contrasted with transcripted degrees and certificates traditionally offered by universities. As micro-credentials, badges may be issued by employers and professional organizations, and accessed and used flexibly by learners. But universities themselves can also appropriate badging practices. In this chapter a university-based research team reports efforts to plan and launch badging systems at two levels: (1) individual course level; and (2) program level. Each level is presented as a mini-case, showing its role in contributing to eventual school-wide adoption. Then university-wide infrastructure and support is discussed.

Techniques for teaching procedures

Procedures are among the most common kinds of content taught in many training programs. Complex procedures can be difficult to teach effectively. Several analytic methods for simplifying procedures for initial presentation are discussed. Most of the methods do not require analysis as thorough as an information processing task analysis, but they can still be useful to the practicing designer with limited time and resources.

Developing a Critical Stance as an E-Learning Specialist: A Primer for New Professionals

E-learning specialists tend to be very pragmatic in orientation, building programs and developing courses, and curriculum in response to problems and opportunities encountered in practice. This is done out of conviction that technology can open up doors of quality and access hitherto closed. Yet e-learning programs do not have unilaterally positive impacts—sometimes programs aggravate social distance and widen the achievement gap of already disadvantaged groups. In this chapter, we explore issues surrounding the social impacts of e-learning practice, encouraging a critical stance toward our work. We take the position that e-learning programs have the best chance for positive impacts through the informed, intentional practices and commitments of individual professionals, aligned with a professional community that shares these values and encourages critical and reflective practice.

Using Content Structure in Course Design

The purpose of this article is to suggest some strategies for analyzing and organizing concepts in a given content area, following the elaboration theory of instruction. Based on three main kinds of structure — taxonomies, procedures, and models — the following principles are presented: 1) teach content structure explicitly through diagram, figures, and text cues, 2) use content structure in the organization of lessons; that is, course structure should reflect content structure, and 3) sequence instruction in a general-to-detailed order, building upon central constructs in an elaborative cycle. Following these basic principles should enhance the meaningfulness of what is learned, resulting in improved quantity and quality of learning outcomes.

Co-Teaching an Online Action Research Class / Co-enseignement et classe de recherche-action en ligne

Two instructors report our experience co-teaching an action research (AR) required as part of an e-learning master’s degree. Adopting a practice-centered stance we focus on the course activities of participants (instructors and students), with particular attention to the careful crafting of course elements with the goal of achieving an excellent learning experience for students. The case narrative describes the course and ways in which we have modified the course based on a variety of considerations. We also outline problems and areas still in need of improvement. We reflect on the role of theory in our own pursuit of excellence, and the role of theory in our students’ inquiry processes. We find that theory is just another tool or resource to apply to the work, with the core concerns being the needs of students and the learning environment. Deux enseignants font le rapport de leur experience de co-enseignement d’un projet de recherche-action requis pour un cours de formation en ligne au niveau de la maitrise. A l’aide d’une approche axee sur la pratique, nous nous sommes concentres sur les activites de cours des participants (enseignants et etudiants), avec une attention particuliere pour l’elaboration minutieuse d’elements de cours. Il s’agissait finalement de creer une experience d’apprentissage enrichissante pour les etudiants. L’expose decrit le cours et les facons par lesquelles nous avons modifie le cours a partir de considerations diverses. Nous donnons egalement un apercu des problemes et secteurs necessitant des ameliorations. Nous nous sommes penches sur le role de la theorie dans notre propre quete d’excellence et dans le processus d’enquete de nos etudiants. Nous concluons que la theorie n’est qu’un outil ou une ressource s’appliquant au travail et qu’il faut davantage se preoccuper des besoins des etudiants et de l’environnement d’apprentissage.