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Welcome to my exploration into 3 Learning Theorists and their Theories and my comparison and similarities between the Theories. I will be showing you some visual examples and also some links to great articles written by professionals in the field of Educational Instructional Design. 

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Welcome to my exploration into 3 Learning Theorists and their Theories and my comparison and similarities between the Theories. I will be showing you some visual examples and also some links to great articles written by professionals in the field of Educational Instructional Design. 

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I found myself continuing to read about ALL of the learning theories and was fascinated how much information I was finding on all of these Theories and opinions on the different educational disciplines.

I have picked these 3 Theorists/Theories:
1. Inquiry-Based Learning -Joseph Schwab
2. Discovery Based Learning - Jerome Bruner
3. Elaboration Theory - Charles Reigeluth

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Please see my Venn Diagram of my 3 Theories.

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1960s - Joseph Schwab was one of the key founders of the Inquiry-based Learning Model that relies upon the idea that individuals are able to learn by investigating scenarios and problems, and through social experiences.

https://elearningindustry.com/inquiry-based-learning-model

The Inquiry-based Learning Model emerged in the 1960s, during the “discovery learning” movement and relies upon the idea that individuals are able to learn by investigating scenarios and problems, and through social experiences. Rather than having to memorize information from printed materials, instructors encouraged their students to conduct investigations that would satisfy their curiosity, help them broaden their knowledge base and develop their skills and mental frames.

It’s important to remember that inquiry-based learning is not a technique or practice per se, but a process that has the potential to increase the intellectual engagement and deep understanding of learners, urging them to:

Develop their questioning, research and communication skills

Collaborate outside the classroom

Solve problems, create solutions, and tackle real-life questions and issues

Participate in the creation and amelioration of ideas and knowledge

The 5 steps of inquiry-based learning

This is why inquiry-based learning includes the following steps:

1. Ask questions

2. Probe into various situations

3. Conduct analyses and provide descriptions

4. Communicate findings, verbally or in writing

5. Think about the information and knowledge obtained

The principles of inquiry-based learning

There are certain principles that govern inquiry-based learning and can be summarized as follows:

Principle 1
Learners are in the center of the entire process, while instructors, resources and technology are adequately organized to support them.

Principle 2
All learning activities revolve around information-processing skills.

Principle 3
Instructors facilitate the learning process, but also seek to learn more about their students and the process of inquiry-based learning.

Principle 4
Emphasis should be placed on evaluating the development of information-processing skills and conceptual understanding, and not on the actual content of the field.

The 4 forms of inquiry

There are four forms of inquiry that are commonly used in inquiry-based instruction:

Confirmation inquiry
Learners are given a question, as well as a method, to which the end result is already known. The goal is to confirm the results. This enables learners to reinforce already established ideas, and to practice their investigative skills.

Structured inquiry
Learners are given the question and the method of achieving the result, but the goal is to provide an explanation that is already supported by the evidence gathered during and through the investigative process.

Guided inquiry
Learners are only given a question. The main goal is to design the method of investigation and then test the question itself. This type of inquiry is not typically as structured as the previously mentioned forms.

Open inquiry
Learners must form their own questions, design investigative methods, and then carry out the inquiry itself. They must present their results at the end of the process.

In an instructional setting, inquiry-based learning can give instructors the opportunity to allow students to fully explore problems and scenarios, so that they can learn from not only the results, but also the process itself. They are encouraged to ask questions, explore their environments, and obtain evidence that support claims and results, and design a convincing argument regarding the way they reached to the end result.

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Inquiry-Based Learning - Joseph Schwab

Created on https://worditout.com/word-cloud/create

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Discovery-Based Learning - Jerome Bruner

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Discovery-Based Learning - Jerome Bruner

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https://elearningindustry.com/discovery-learning-model
https://www.learning-theories.com/discovery-learning-bruner.html#contributors

Discovery Learning is a method of inquiry-based instruction, discovery learning believes that it is best for learners to discover facts and relationships for themselves.

Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned. Students interact with the world by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments.

As a result, students may be more more likely to remember concepts and knowledge discovered on their own (in contrast to a transmissionist model)[2]. Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, incidental learning, among others.

The theory is closely related to work by Jean Piaget and Seymour Papert.

PROPONENTS OF THIS THEORY BELIEVE THAT DISCOVERY LEARNING:

encourages active engagement

promotes motivation

promotes autonomy, responsibility, independence

develops creativity and problem solving skills.

tailors learning experiences

CRITICS BELIEVE THAT DISCOVERY LEARNING:

creates cognitive overload

may result in potential misconceptions

makes it difficult for teachers to detect problems and misconceptions

from article on this website:
https://www.learning-theories.com/discovery-learning-bruner.html
David L, "Discovery Learning (Bruner)," in Learning Theories, February 2, 2017, https://www.learning-theories.com/discovery-learning-bruner.html.

CONTRIBUTORS

Jerome Bruner (1915 – )

REFERENCES

Bruner, J. S. (1961). The act of discovery. Harvard educational review.

Bruner, J. S. (2009). The process of education. Harvard University Press.

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Discovery Learning: Anthony Fleck at TEDxLakeville

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Discovery-Based Learning by Jerome Bruner

Created on: https://worditout.com/word-cloud/create

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https://www.learning-theories.com/elaboration-theory-reigeluth.html

The Elaboration Theory was introduced by Charles Reigeluth, an American educational theorist in 1979. The Elaboration Theory supports that the content organization should be presented in increasing order of difficulty.

Pappas Christopher, December 6, 2014 from the website article:

https://elearningindustry.com/elaboration-theory

ELABORATION THEORY (REIGELUTH)

Summary: Elaboration theory is an instructional design theory that argues that content to be learned should be organized from simple to complex order, while providing a meaningful context in which subsequent ideas can be integrated.

Originators: Charles Reigeluth (Indiana University) and his colleagues in the late 1970s.

Key Terms: conceptual elaboration sequence, theoretical elaboration sequence, simplifying conditions sequence

Elaboration Theory (Reigeluth)

The paradigm shift from teacher-centric instruction to learner-centered instruction has caused “new needs for ways to sequence instruction” [1]. Charles Reigeluth of Indiana University posited Elaboration Theory, an instructional design model that aims to help select and sequence content in a way that will optimize attainment of learning goals[2]. Proponents feel the use of motivators, analogies, summaries and syntheses leads to effective learning. While the theory does not address primarily affective content, it is intended for medium to complex kinds of cognitive and psychomotor learning.

According to Reigeluth (1999), Elaboration Theory has the following values:

It values a sequence of instruction that is as holistic as possible, to foster meaning-making and motivation

It allows learners to make many scope and sequence decisions on their own during the learning process

It is an approach that facilitates rapid prototyping in the instructional development process

It integrates viable approaches to scope and sequence into a coherent design theory

There are three major approaches: (1) Conceptual Elaboration Sequence (used when there are many related concepts to be learned), (2) Theoretical Elaboration Sequence (used when there are many related principles to be learned), and (3) Simplifying Conditions Sequence (used when a task of at least moderate complexity is to be learned).

The simplest version of the concept, principle or task should be taught first. Teach broader, more inclusive concepts, principles, or tasks before the narrower, more detailed ones that elaborate upon them. One should use either a topical or a spiral approach to this elaboration. Teach “supporting” content such as principles, procedures, information, higher-order thinking skills, or attitudes together with the concepts to which they are most closely related. Group concepts, principles, or steps and their supporting content into “learning episodes” of a useful size (not too small or large). Finally, allow students to choose which concepts, principles, or versions of the task to elaborate upon or learn first (or next).

References

1. Reigeluth, C. M. (1999). The elaboration theory: Guidance for scope and sequence decisions. Instructional design theories and models: A new paradigm of instructional theory, 2, 425-453.

1. Reigeluth, C., & Stein, R. (1983). Elaboration theory. Instructional-design theories and models: An overview of their current status, 335-381.

David L, "Elaboration Theory (Reigeluth)," in Learning Theories, July 24, 2014, https://www.learning-theories.com/elaboration-theory-reigeluth.html.

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Elaboration Theory -Charles Reigeluth

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Comparing the 3 Theorists and their Theories brought me to these conclusions:
Differences in the theories are the way the goal of learning is achieved. Inquiry Learning is achieved by “living” and moving through assignments. Discovery learning is Inquiry-based. Learn for yourself concept. Elaboration Theory start learning small and increase in consuming information.

Similarities  in these 3 Theories are that they all follow a flow type learning. The student learns at their pace from interacting with subject matter & others. Each Theory has different suggestions of how to create the learning journey but the process + goals mirror each other. Much of the learning is achieved in a self-motivated fashion.

The way these theories relate to my vision for 21st century learning is the need for each individual student/learner to be immersed in their learning as an on-going engagement with the materials their are studying. Whether it be for their job, for a class they are attending or just personal enjoyment or hobbies it will benefit them to be either creating, learning through experience of the topics and by personal discovery through being guiding by their teacher/co-learner or themselves.

Elaboration Theory strongly relates in my opinion to the new learning atmosphere of individuals having a lot of information to digest in a very overly loaded world of information we consume everyday. Learning can be monitored as quickly as a single glance when viewing the length of a Youtube video or Podcast. You can start learning a small amount of information to guide you to your next broader amount of information in perhaps a book for taking an entire class on the subject.

Discovery based learning is a great way for students learn to include social interaction. This is a great way for a student or employee who is on the computer all day or immersed in their digital world (ie video games, meetings, emails, digital information) a way to connect in the real world. Social interaction is encouraged and so is self-motivation, responsibility for your learning project, this is a perfect connect to teach learners to be committed to constantly being engaged in the world of education. I feel this is essential in the 21st Century learning when new programs, apps, technology are introduced daily.

Inquiry based learning completely immerses the student into the learning experience. Students are asked question to start their minds thinking about a subject and the interaction they receive motivates their course of study. I think this relates very well to what the Instructional Designer tries to accomplish when creating a course. We start with a subject or a learning goal and we shape the course by connecting to the viewer. By creating quizzes, questions, self-reflection and visual/video interaction. As the 21st Century tools keep expanding I feel every learning experience will include more interactive activities. This blends perfectly into this scenario.

In conclusion, I feel all that I have learned about they learning theories hold their value however far back they were first discovered. These were the instincts of these Theorists that our world keeps moving and as educators we should be committed to expanding our ways of teaching. These boundary pushing techniques will help us stay close to the goals of keeping learners engaged in such a information overload world. The learners, the dreamers will attach to these types of learning to create an even more expanding and exciting world in which we all want to keep learning our entire lives.

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My name is Sheri Boston and I am a Graphic/Web Designer in St. Louis, Missouri. I am a Graduate Student at Fontbonne University in the Math and Sciences Dept. studying Instructional Design. Between studying I like to ride my bike, watch movies, research fashion and trends in Web/Graphic Design.

Works Sited. (Also sited in individual posts.)

Moore, Stephanie, Instructor at Fontbonne University. Sample Padlet posted in my Padlet stream. Including her Wordles and writing.

Pappas, Christopher, June 18, 2014, Instructional Design Models and Theories: Inquiry-based Learning Model for the website: https://elearningindustry.com/inquiry-based-learning-model

Additional references for this article by Christopher Pappas:

References

Inquiry-based learning

What Is Inquiry-Based Instruction?

Inquiry-based Learning

https://elearningindustry.com/discovery-learning-model

https://www.learning-theories.com/discovery-learning-bruner.html#contributors

_______________________________

from article on this website:

https://www.learning-theories.com/discovery-learning-bruner.html

David L, "Discovery Learning (Bruner)," in Learning Theories, February 2, 2017, https://www.learning-theories.com/discovery-learning-bruner.html.

CONTRIBUTORS

Jerome Bruner (1915 – )

REFERENCES

Bruner, J. S. (1961). The act of discovery. Harvard educational review.

Bruner, J. S. (2009). The process of education. Harvard University

https://www.youtube.com/watch?v=C4IZT1vVJ0Y

Youtube talk: Discovery Learning: Anthony Fleck at TEDxLakeville

TEDx Talks Published on Nov 21, 2013

https://www.learning-theories.com/elaboration-theory-reigeluth.html

Pappas Christopher, December 6, 2014 from the website article:

https://elearningindustry.com/elaboration-theory

References

1. Reigeluth, C. M. (1999). The elaboration theory: Guidance for scope and sequence decisions. Instructional design theories and models: A new paradigm of instructional theory, 2, 425-453.

1. Reigeluth, C., & Stein, R. (1983). Elaboration theory. Instructional-design theories and models: An overview of their current status, 335-381.

David L, "Elaboration Theory (Reigeluth)," in Learning Theories, July 24, 2014, https://www.learning-theories.com/elaboration-theory-reigeluth.html.

Gallagher, Emma, Reigeluth Elaboration Theory: Youtube video. Published on Jul 18, 2011 on Youtube. https://www.youtube.com/watch?v=5k8fM36hZFU&feature=youtu.be