Charles M. Reigeluth

The Use of Analogies in Written Text.

Although analogies are commonly used in instruction, little is known for whom and under what conditions they are most beneficial. This descriptive study investigated the use of analogies in the design of instructional text. Twenty-six science textbooks, ranging from elementary to post-secondary level, were analyzed for the presence of analogies. A total of 216 analogies were identified and organized into several categories which were then synthesized into a classification system. Based on these results, a set of prescriptions regarding the nature and characteristics of the vehicle and topic and their relationship, the presence and amount of grounds and limitations and the appropriate format and position for an analogy in written instruction are proposed. Recommendations for additional research are suggested.

Instructional theories in action : lessons illustrating selected theories and models

Contents: C.M. Reigeluth, Introduction. B. Petry, H. Mouton, C.M. Reigeluth, A Lesson Based on the Gagn - Briggs Theory of Instruction. G.L. Gropper, A Lesson Based on a Behavioral Approach to Instructional Design. L.N. Landa, A Fragment of a Lesson Based on the Algo-Heuristic Theory of Instruction. G.H. Stevens, J.M. Scandura, A Lesson Design Based on Instructional Prescriptions from the Structural Learning Theory. A. Collins, A Sample Dialogue Based on a Theory of Inquiry Teaching. M.D. Merrill, A Lesson Based on the Component Display Theory. C.M. Reigeluth, Lesson Blueprints Based on the Elaboration Theory of Instruction. J.M. Keller, T.W. Kopp, An Application of the ARCS Model of Motivational Design. G.E. Snelbecker, Contrasting and Complementary Approaches to Instructional Design.

Creating Technology-Enhanced, Learner-Centered Classrooms: K–12 Teachers’ Beliefs, Perceptions, Barriers, and Support Needs

Abstract Although a wealth of literature discusses the factors that affect technology integration in general and how to improve professional development efforts, few studies have examined issues related to learner-centered technology integration. Thus, this study aims to explore K–12 teachers’ beliefs, perceptions, barriers, and support needs in the context of creating technology-enhanced, learner-centered classrooms. The researcher used an online survey to collect data, and 126 teachers participated in the survey. The findings of this study provide practical insights into how to support teachers in creating technology-enhanced, learner-centered classrooms. This article discusses the implications for professional development and the need for paradigm change.

The Elaboration Theory of Instruction: A Model for Sequencing and Synthesizing Instruction.

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.

A Review of Strategies for Sequencing and Synthesizing Instruction

This paper reviews instructional theory and research relating to three design criteria: (a) the order of presentation of instruction (sequencing), (b) the kinds of content relationships that should be taught, and (c) the way content relationships should be taught (synthesis). With respect to sequencing, theory and research on the following are reviewed: scrambled versus logical sequences; micro level sequences such as rule-example versus example-rule and the order of instances in the form of examples or practice; and macro level sequences such as Bruner’s spiral approach, Ausubel’s general-to-detailed sequence based on “progressive differentiation,” Gagne’s hierarchical sequence for intellectual skills, the “shortest path” sequence for teaching complex procedures advocated by P. Merrill, Scandura, and others, and the Elaboration Theory’s three simple-to-complex sequences proposed by Reigeluth. With respect to synthesis, theory and research are reviewed on Ausubel’s advance organizers, Dansereau’s networking, Anderson’s mapping, Novak’s concept mapping, and the Elaboration Theory’s synthesizers. Also, research on the relations between sequencing and synthesis is reviewed. A variety of recommendations for future research are provided, and the importance of model building and theory construction are emphasized.

Educational Technology at the Crossroads: New Mindsets and New Directions.

Educational technology seems to be suffering from an identity crisis. Many exciting things are happening in the field, but increasingly we educational technologists find ourselves on the sidelines in our own ballgame. People from other disciplines are taking an interest in educational technology, but they show little interest in our knowledge base (often even little awareness that it exists!) and little interest in our professional organizations and publications. Why is this happening? What can we do about it? To what extent might our mindset be the problem? What new directions do we need to pursue to improve the health and value of our field? These are the central issues which this article discusses.

Elaborating the Elaboration Theory.

In this article, the author comments on the preceding article, “A Critical Review of Elaboration Theory,” by Brent Wilson and Peggy Cole

Principles of Educational Systems Design

Abstract In November 1989, there was a meeting of people who had been involved in helping to bring about fundamental restructuring in public schools. This chapter reports on one persons view of the results of that “Asilomar Conference.” It describes 15 activities that appear to enhance the success of systemic restructuring, but more importantly it describes principles or guidelines that appear to enhance the success of each activity. Hopefully, this tentative process model will contribute to building a knowledge base that will help practitioners and other stakeholders to attain a quantum improvement in the quality of their educational systems.

MEANINGFULNESS AND INSTRUCTION: RELATING WHAT IS BEING LEARNED TO WHAT A STUDENT KNOWS

Any comprehensive theory of instruction must include ways to optimize the acquisition, organization, and retrieval of new knowledge. An important concern in this regard is making new knowledge meaningful by relating it to prior knowledge. Although meaningfulness is usually thought of in terms of relating new knowledge to prior superordinate knowledge (as with the advance organizer), there are at least six other kinds of prior knowledge that can facilitate the acquisition, organization, and retrieval of new knowledge. Seven kinds of prior knowledge are described below, followed by a section on instructional strategies that an instructional designer or teacher can use to help optimize the learners use of the seven kinds of prior knowledge for acquiring, organizing, and retrieving new knowledge.

Formative Research on Sequencing Instruction with the Elaboration Theory.

The elaboration theory of instruction offers guidelines for several patterns of simple-to-complex sequencing which were developed primarily from cognitive theory, especially schema theory. However, there has been relatively little empirical research on the theory. This study helps fill this void by conducting formative research to identify weaknesses in the theory and possible ways of overcoming those weaknesses. Four chapters in a text on electrical circuit analysis were revised according to the theory. The first phase of the study used interactive data collection for immediate, detailed reactions and suggestions on the sequence. Phase 2 utilized non-interactive data collection to assess the external validity of the results. Qualitative data analysis provided insights into ways to improve the theory. None of the results indicated that elements should be deleted. Weaknesses indicated new methods that should be added to the theory and existing methods that should be modified and/or enhanced.