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.

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

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:

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

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

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

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.

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

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:

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

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

 

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.

Additional references for this article by Christopher Pappas:

References

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from article on this website:

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

Youtube talk: Discovery Learning: Anthony Fleck at TEDxLakeville

TEDx Talks Published on Nov 21, 2013

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

References

 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