Charles Reigeluth

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Charles M. Reigeluth is an American educational theorist, researcher, and reformer. His research focuses on instructional design theories and systemic transformation of educational systems to be learner-centered: personalized, competency-based, and largely project-based.

Contents

Reigeluth has a B.A. in economics from Harvard University and a Ph.D. in instructional psychology from Brigham Young University. He is a professor emeritus at the Instructional Systems Technology Department at Indiana University and is a former chairman of the department. [1]

Instructional Design Theories

Instructional design theories created by Reigeluth include Elaboration Theory and Simulation theory.

In Elaboration Theory, [2] [3] [4] content to be learned is arranged so that concepts that are more simple and general build up to progressively narrower and more detailed concepts, thereby placing new content in a meaningful context, [5] consistent with schema theory.

Simulation Theory [6] offers guidance for the design of three parts of a simulation: the scenario, the underlying model, and the instructional overlay. The theory focuses on the instructional overlay, offering a general model and variations on the general model.

Reigeluth is best known for his four edited volumes on Instructional-Design Theories and Models, [7] [8] [9] [10] which provide descriptions of a wide variety of instructional-design theories by the creators of those theories, along with chapters by Reigeluth on the nature of instructional-design theories and the theory-building process. Design theories are different from descriptive theories in that they are goal oriented, offering guidance about which methods should be used to achieve different kinds of goals in different situations—what Herbert Simon referred to as a "design science". [11] These four volumes have several uncommon elements, including a foreword for every theory chapter that outlines the theory’s goals, values, and methods, and editor’s notes that compare aspects of each theory with other theories. Volume I, subtitled An Overview of their Current Status, was published in 1983. Volume II, subtitled A New Paradigm of Instructional Theory, was published in 1999. Volume III, subtitled Building a Common Knowledge Base, was published in 2009. And Volume IV, subtitled The Learner-Centered Paradigm of Education, was published in 2017. Reigeluth asserted that the primary goal of instructional design is enhancing human learning and development (1999, p. ix).

Transformation of Educational Systems

Reigeluth's findings over 20 years of research on systemic transformation of educational systems are summarized in two books. Reinventing Schools: It's Time to Break the Mold, [12] coauthored with Jennifer Karnopp (2013, Rowman & Littlefield). The book argues for paradigm changes to make educational systems learner-centered. Vision and Action: Reinventing Schools through Personalized Competency-Based Education, [13] also coauthored with Jennifer Karnopp (2020, Marzano Resources). The book provides a comprehensive guide to implementing personalized competency-based education (PCBE). PCBE is posited as the system most capable of preparing students for life in the postindustrial age. This book is broken into two complementary parts - vision and action. K-12 school and district leaders, teachers, and stakeholders will define their own PCBE vision, and they will learn how to act to transform to that vision in their school or district.

Reigeluth led a research team at Indiana University to investigate the technology requirements for the learner-centered paradigm of education. The team identified four major functions for technology: recordkeeping, planning and setting goals, instruction, and assessment. Use of technology in these ways allows teachers to focus more on social, emotional, and character development.

To address the lack of relevance of most educational research to improving educational practice, Reigeluth developed a research method called Formative Research, [14] [15] a kind of what later came to be called Design-Based Research, to improve the usefulness of instructional-design theory. It is a kind of action research and case-study research that identifies which methods work well in different situations, which ones do not work well in different situations, and how to improve the methods used in different situations.

Books

Reigeluth has authored or edited 12 books and over 170 journal articles and book chapters. Six of his books have received “outstanding book” awards from the Association for Educational Communications and Technology (AECT). In 2002 he received the Honored Alumni Award from Brigham Young University's David O. McKay School of Education, and in 2001 he received the Distinguished Service Award from AECT. [16]

Books he has written include:

Related Research Articles

An instructional theory is "a theory that offers explicit guidance on how to better help people learn and develop." It provides insights about what is likely to happen and why with respect to different kinds of teaching and learning activities while helping indicate approaches for their evaluation. Instructional designers focus on how to best structure material and instructional behavior to facilitate learning.

Instructional design (ID), also known as instructional systems design (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of knowledge. The process consists broadly of determining the state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model with the five phases: analysis, design, development, implementation, and evaluation.

Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.

Situated cognition is a theory that posits that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts.

Transactional distance theory was developed in the 1970s by Dr. Michael G. Moore, Distinguished Professor Emeritus of Education at the Pennsylvania State University. It is the first pedagogical theory specifically derived from analysis of teaching and learning conducted through technology as opposed to the many theories developed in the classroom. It is considered by some to be one of the few, if not the only, theory in distance education that can be used to test hypotheses. It can be used to frame experiments in tutoring or other learner support activities to assess what change there is in the outcomes of student learning, often judged by student completion. Like any theory, the transactional distance model serves as a heuristic device, a means of identifying questions for research and also a very practical instrument to be used in making these difficult instructional design decisions.

Mastery learning is an instructional strategy and educational philosophy, first formally proposed by Benjamin Bloom in 1968. Mastery learning maintains that students must achieve a level of mastery in prerequisite knowledge before moving forward to learn subsequent information. If a student does not achieve mastery on the test, they are given additional support in learning and reviewing the information and then tested again. This cycle continues until the learner accomplishes mastery, and they may then move on to the next stage.

An intelligent tutoring system (ITS) is a computer system that aims to provide immediate and customized instruction or feedback to learners, usually without requiring intervention from a human teacher. ITSs have the common goal of enabling learning in a meaningful and effective manner by using a variety of computing technologies. There are many examples of ITSs being used in both formal education and professional settings in which they have demonstrated their capabilities and limitations. There is a close relationship between intelligent tutoring, cognitive learning theories and design; and there is ongoing research to improve the effectiveness of ITS. An ITS typically aims to replicate the demonstrated benefits of one-to-one, personalized tutoring, in contexts where students would otherwise have access to one-to-many instruction from a single teacher, or no teacher at all. ITSs are often designed with the goal of providing access to high quality education to each and every student.

Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.

Personalized learning, individualized instruction, personal learning environment and direct instruction all refer to efforts to tailor education to meet the different needs of students.

E-learning theory describes the cognitive science principles of effective multimedia learning using electronic educational technology.

Backward design

Backward design is a method of designing an educational curriculum by setting goals before choosing instructional methods and forms of assessment. Backward design of curriculum typically involves three stages:

  1. Identify the results desired
  2. Determine acceptable levels of evidence that support that the desired results have occurred
  3. Design activities that will make desired results happen

An instructional simulation, also called an educational simulation, is a simulation of some type of reality but which also includes instructional elements that help a learner explore, navigate or obtain more information about that system or environment that cannot generally be acquired from mere experimentation. Instructional simulations are typically goal oriented and focus learners on specific facts, concepts, or applications of the system or environment. Today, most universities make lifelong learning possible by offering a virtual learning environment (VLE). Not only can users access learning at different times in their lives, but they can also immerse themselves in learning without physically moving to a learning facility, or interact face to face with an instructor in real time. Such VLEs vary widely in interactivity and scope. For example, there are virtual classes, virtual labs, virtual programs, virtual library, virtual training, etc. Researchers have classified VLE in 4 types:

Allan M. Collins is an American cognitive scientist, Professor Emeritus of Learning Sciences at Northwestern University's School of Education and Social Policy. His research is recognized as having broad impact on the fields of cognitive psychology, artificial intelligence, and education.

Adaptive learning, also known as adaptive teaching, is an educational method which uses computer algorithms as well as artificial intelligence to orchestrate the interaction with the learner and deliver customized resources and learning activities to address the unique needs of each learner. In professional learning contexts, individuals may "test out" of some training to ensure they engage with novel instruction. Computers adapt the presentation of educational material according to students' learning needs, as indicated by their responses to questions, tasks and experiences. The technology encompasses aspects derived from various fields of study including computer science, AI, psychometrics, education, psychology, and brain science.

Conceptual change is the process whereby concepts and relationships between them change over the course of an individual person's lifetime or over the course of history. Research in four different fields – cognitive psychology, cognitive developmental psychology, science education, and history and philosophy of science - has sought to understand this process. Indeed, the convergence of these four fields, in their effort to understand how concepts change in content and organization, has led to the emergence of an interdisciplinary sub-field in its own right. This sub-field is referred to as "conceptual change" research.

First Principles of Instruction, created by M. David Merrill, Professor Emeritus at Utah State University, is an instructional theory based on a broad review of many instructional models and theories. First Principles of Instruction are created with the goal of establishing a set of principles upon which all instructional theories and models are in general agreement, and several authors acknowledge the fundamental nature of these principles. These principles can be used to assist teachers, trainers and instructional designers in developing research-based instructional materials in a manner that is likely to produce positive student learning gains.

M. David Merrill

M. David Merrill is an education researcher specializing in instructional design and technology.

Andrew S. Gibbons is a practitioner and theorist in the field of Instructional Design and Technology. He has proposed an architectural theory of instructional design influenced by the structural principles of artifact modularization drawn from a number of design disciplines, as exemplified by the work of Baldwin and Clark.

The Cognitive Theory of Inquiry Teaching, also referred to as the Cognitive Theory of Interactive Teaching, was developed by Allan Collins and Albert L. Stevens. Allan Collins was a chief scientist at Bolt Beranek and Newman Inc., a research firm in Cambridge Massachusetts. He is also a specialist in the field of cognitive science and human semantic processing. Albert L. Stevens was a senior scientist at Bolt Beranek and Newman Inc. He was also director of the company's Artificial Intelligence, Education Technology and Training Systems Division. He is also a specialist in cognitive science. The Cognitive Theory of Inquiry Teaching according to Collins and Stevens (1981) requires the learner to construct theories and principles through dialogue, the teaching of self-questioning techniques and the teaching of metacognitive or self-monitoring skills, all with the intent of clarifying misconceptions so the theory or principle is well articulated and developed. The essence of the cognitive theory of Inquiry teaching is that of developing students' metacognitive skills. Inquiry teaching deliberately attempts to develop these stills through instruction.

Randy Elliot Bennett is an American educational researcher who specializes in educational assessment. He is currently the Norman O. Frederiksen Chair in Assessment Innovation at Educational Testing Service in Princeton, NJ. His research and writing focus on bringing together advances in cognitive science, technology, and measurement to improve teaching and learning. He received the ETS Senior Scientist Award in 1996, the ETS Career Achievement Award in 2005, the Teachers College, Columbia University Distinguished Alumni Award in 2016, Fellow status in the American Educational Research Association (AERA) in 2017, the National Council on Measurement in Education's (NCME) Bradley Hanson Award for Contributions to Educational Measurement in 2019, the E. F. Lindquist Award from AERA and ACT in 2020, and elected membership in the National Academy of Education in 2022. Randy Bennett was elected President of both the International Association for Educational Assessment (IAEA), a worldwide organization primarily constituted of governmental and NGO measurement organizations, and the National Council on Measurement in Education (NCME), whose members are employed in universities, testing organizations, state and federal education departments, and school districts.

References

  1. ↑ "Charles M. Reigeluth Biography". Indiana University. Retrieved 1 March 2012.
  2. ↑ Reigeluth, C.M. (Draft). Elaboration Theory: Scope and sequence decisions for quality instruction. http://www.reigeluth.net/#!pubsinsttheor/c22eq (bottom of page)
  3. ↑ Reigeluth, C. M. (2007). Order, first step to mastery: An introduction to sequencing in instructional design. In F. Ritter, J. Nerb, E. Lehtinen & T. O’Shea (Eds.), In order to learn: How the sequence of topics influences learning (pp. 19-40). New York: Oxford University Press.
  4. ↑ Reigeluth, C. M. (1999). The elaboration theory: Guidance for scope and sequence decisions. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II, pp. 425-453). Mahwah, NJ: Lawrence Erlbaum Associates.
  5. ↑ "Reigeluth's Elaboration Theory" . Retrieved 1 March 2012.
  6. ↑ Reigeluth, C. M., & Schwartz, E. (1989). An instructional theory for the design of computer-based simulations. Journal of Computer-Based Instruction, 16(1), 1-10.
  7. ↑ Reigeluth, Charles M., ed. (1983). Instructional-design theories and models: an overview of their current status (12th printing. ed.). Hillsdale, N.J.: Lawrence Erlbaum Associates. ISBN   0-89859-275-5.
  8. ↑ Reigeluth, Charles M., ed. (1999). Instructional-design theories and models: vol. 2, a new paradigm of instructional theory (reprinted ed.). Mahwah, N.J.: Lawrence Erlbaum Associates. ISBN   0-8058-2859-1.
  9. ↑ Reigeluth, edited by Charles M.; Carr-Chellman, Alison (2009). Instructional-design theories and models: vol. 3, building a common knowledge base. New York: Routledge. ISBN   978-0-8058-6456-4.{{cite book}}: |first1= has generic name (help)
  10. ↑ Reigeluth, edited by Charles M.; Beatty, Brian J. (2017). Instructional-design theories and models: vol. 4, the learner-centered paradigm of education. New York: Routledge. ISBN   978-1-138-01293-6.{{cite book}}: |first1= has generic name (help)
  11. ↑ Simon, H. A. (1996). The sciences of the artificial (3rd ed.). Cambridge, MA: MIT Press.
  12. ↑ Reigeluth, C. M., & Karnopp, J. R. (2013). Reinventing schools: It’s time to break the mold. Lanham, MD: Rowman & Littlefield. (see www.reinventingschools.net)
  13. ↑ Reigeluth, C. M., & Karnopp, J. R. (2020). Vision and action: Reinventing schools through personalized competency-Based education. Bloomington, IN: Marzano Resources. (see www.reigeluth.net/vision-and-action)
  14. ↑ Reigeluth, C.M., & Frick, T. W. (1999). Formative research: A methodology for improving design theories. In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory. (Volume II). Hillsdale, NJ: Lawrence Erlbaum Assoc.
  15. ↑ Reigeluth, C.M., & An, Y.J. (2009). Theory building. In C. M. Reigeluth & A. Carr-Chellman (Eds.), Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base. New York: Routledge.
  16. ↑ Harata Burgoyne and Laurie Miller Nelson (2002). "Distinguished service award: Dr Charles M. Reigeluth". TechTrends. 46: 8. doi:10.1007/BF02772031. S2CID   62146812.
  17. ↑ Reigeluth, C. M. (1983). Instructional-design theories and models: An overview of their current status. Hillsdale, N.J.: Lawrence Erlbaum Associates.
  18. ↑ Reigeluth, C. M. (Ed.). (1999). Instructional-design theories and models: A new paradigm of instructional theory (Vol. II). Mahwah, N.J.: Lawrence Erlbaum Associates.
  19. ↑ Reigeluth, C. M., & Carr-Chellman, A. A. (Eds.). (2009). Instructional-design theories and models: Building a common knowledge base (Vol. III). New York: Routledge.
  20. ↑ Reigeluth, C. M., Beatty, B. J., & Myers, R. d. (Eds.). (2017). Instructional-design theories and models: The learner-centered paradigm of education (Vol. IV). New York: Routledge.
  21. ↑ Reigeluth, C. M. (Ed.). (1987). Instructional theories in action: Lessons illustrating selected theories and models. Hillsdale, N.J.: L. Erlbaum Associates.
  22. ↑ Reigeluth, C.M., and Merrill, M.D. (1984). Extended Task Analysis Procedure: User's Manual. Lanham, MD: University Press of America.
  23. ↑ Leshin, C.B., Pollock, J., and Reigeluth, C.M. (1992). Instructional Design Strategies and Tactics. Englewood Cliffs, NJ: Educational Technology Publications.
  24. ↑ Reigeluth, C. M., Banathy, B. H., & Olson, J. R. (Eds.). (1993). Comprehensive systems design: A new educational technology. New York: Springer-Verlag.
  25. ↑ Reigeluth, C. M., & Garfinkle, R. J. (1994). Systemic change in education. Englewood Cliffs, NJ: Educational Technology Publications.
  26. ↑ Olson, J., Ryan, D.F., & Reigeluth, C.M. (1996). Systemic Restructuring in Education: A Selected Bibliography. Englewood Cliffs, NJ: Educational Technology Publications.
  27. ↑ Reigeluth, C. M., & Karnopp, J. R. (2013). Reinventing schools: It’s time to break the mold. Lanham, MD: Rowman & Littlefield. (see www.reinventingschools.net)
  28. ↑ Reigeluth, C. M., & Karnopp, J. R. (2020). Vision and action: Reinventing schools through personalized competency-Based education. Bloomington, IN: Marzano Resources. (see www.reigeluth.net/vision-and-action)
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