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.

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[edit]

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 simpler 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 three edited volumes on Instructional-Design Theories and Models,[7][8][9] 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".[10] These three 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. And Volume III, subtitled Building a Common Knowledge Base, was published in 2009. Reigeluth asserted that the primary goal of instructional design is enhancing human learning and development (1999, p. ix).

Transformation of Educational Systems[edit]

Reigeluth's findings over 20 years of research on systemic transformation of educational systems are summarized in his book, Reinventing Schools: It's Time to Break the Mold,[11] coauthored with Jennifer Karnopp (2013, Rowman & Littlefield). The book argues for paradigm changes to make educational systems learner-centered.

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,[12][13] 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[edit]

Reigeluth has authored or edited 10 books and over 150 journal articles and book chapters. Four 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 School of Education, and in 2001 he received the Distinguished Service Award from AECT.[14]

Books he has written include:

  • Instructional Design Theories and Models, Volumes I,[15] II[16] and III[17]
  • Instructional Theories in Action"[18]
  • "Extended Task Analysis Procedure"[19]
  • "Instructional Design Strategies and Tactics"[20]
  • Comprehensive Systems Design: A New Educational Technology[21]
  • "Systemic Change in Education[22]
  • "Systemic Restructuring in Education: A Selected Bibliography"[23]
  • "Reinventing Schools: It's Time to Break the Mold"[24]

References[edit]

  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, edited by Charles M. (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, edited by Charles M.; Carr-Chellman, Alison (2009). Instructional-design theories and models. New York: Routledge. ISBN 0-8058-6456-3.
  9. ^ Reigeluth, edited by Charles M. (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.
  10. ^ Simon, H. A. (1996). The sciences of the artificial (3rd ed.). Cambridge, MA: MIT Press.
  11. ^ Reigeluth, C. M., & Karnopp, J. R. (2013). Reinventing schools: It’s time to break the mold. Lanham, MD: Rowman & Littlefield. (see www.reinventingschools.net)
  12. ^ 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.
  13. ^ 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.
  14. ^ Harata Burgoyne and Laurie Miller Nelson. "Distinguished service award: Dr Charles M. Reigeluth". TechTrends. Retrieved 1 March 2012.
  15. ^ Reigeluth, C. M. (1983). Instructional-design theories and models: An overview of their current status. Hillsdale, N.J.: Lawrence Erlbaum Associates.
  16. ^ Reigeluth, C. M. (Ed.). (1999). Instructional-design theories and models: A new paradigm of instructional theory (Vol. II). Mahwah, N.J.: Lawrence Erlbaum Associates.
  17. ^ Reigeluth, C. M., & Carr-Chellman, A. A. (Eds.). (2009). Instructional-design theories and models: Building a common knowledge base (Vol. III). New York: Routledge.
  18. ^ Reigeluth, C. M. (Ed.). (1987). Instructional theories in action: Lessons illustrating selected theories and models. Hillsdale, N.J.: L. Erlbaum Associates.
  19. ^ Reigeluth, C.M., and Merrill, M.D. (1984). Extended Task Analysis Procedure: User's Manual. Lanham, MD: University Press of America.
  20. ^ Leshin, C.B., Pollock, J., and Reigeluth, C.M. (1992). Instructional Design Strategies and Tactics. Englewood Cliffs, NJ: Educational Technology Publications.
  21. ^ Reigeluth, C. M., Banathy, B. H., & Olson, J. R. (Eds.). (1993). Comprehensive systems design: A new educational technology. New York: Springer-Verlag.
  22. ^ Reigeluth, C. M., & Garfinkle, R. J. (1994). Systemic change in education. Englewood Cliffs, NJ: Educational Technology Publications.
  23. ^ Olson, J., Ryan, D.F., & Reigeluth, C.M. (1996). Systemic Restructuring in Education: A Selected Bibliography. Englewood Cliffs, NJ: Educational Technology Publications.
  24. ^ Reigeluth, C. M., & Karnopp, J. R. (2013). Reinventing schools: It’s time to break the mold. Lanham, MD: Rowman & Littlefield. (see www.reinventingschools.net)

External links[edit]