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Reigeluth - Applying Instructional Design to Educational Reform","","Interview内容聚焦教育技术与教学设计领域的学者Charles M. Reigeluth，围绕其早期研究（Elaboration Theory、Component Display Theory）、近期以“informationage paradigm of education”视角推动教育改革的思路展开。访谈追溯其学术起点与职业路径，介绍其导师与重要项目经历，并回顾其博士研究关于一般性、例子与练习及反馈对技能教学的影响。全文还涉及其教学理论灵感来源、核心人物及理论如何落地到学校与课程设计。",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/interview-with-charles-m-reigeluth-applying-instructional-design-to-educational-reform/599752/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/interview-with-charles-m-reigeluth-applying-instructional-design-to-educational-reform/599752.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Reigeluth的学术兴趣是如何开始的？","Question",{"text":112,"@type":113},"他在16岁时因对被迫学习的课程感到挫败而对教育改革产生兴趣，之后选择相关专业并在学术道路上逐步走向教学设计研究。","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"他的博士论文主要研究了什么？",{"text":117,"@type":113},"论文研究一般性、例子以及带反馈练习对技能教学的影响。结果显示练习对学习影响最大，但在提供例子时该效应会被降低（仍然显著），一般性影响最小。",{"name":119,"@type":110,"acceptedAnswer":120},"Reigeluth的Elaboration Theory最初如何形成？",{"text":121,"@type":113},"它源于与Dave Merrill关于需要在宏观层面推进教学理论、以补充Component Display Theory在微观层面的贡献的讨论，并在对“宏观整体替代碎片化方法”的追求中逐步发展。","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599752,1792401951,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Interview with Charles M. Reigeluth: Applying Instructional Design to Educational Reform  \nAli Simsek  \nAnadolu University, Turkey  \nCharles M. Reigeluth is one of the most contributing and certainly the leading scholars in the field of educational technology and instructional design. His early contributions were about developing instructional design theories such as Elaboration Theory and Component Display Theory. He has also edited monumental books as collections of major ID theories and models. His recent work has focused on designing educational reform or transforming educational systems with a comprehensive instructional design perspective, which he calls it “informationage paradigm of education.”  \nProfessor Reigeluth has received many awards for his accomplishments and contributions in the field of educational technology and instructional design. Most of these awards were given by prestigious organizations and educational institutions such as Brigham Young University, AECT, AERA, ISPI, and Indiana University. However, probably his biggest award is witnessing that his ideas have been implemented by a number of school districts in the United Sates and influenced many others around the world. Considering his accomplishments and contributions that shaped our field over the years, we decided to interview him and he was generous enough to share his views with us.  \nWhen and where did you start your academic career?  \nI became interested in educational reform when I was 16 years old, due to frustration with the courses I was forced to endure. Since Harvard was a liberal arts college, there was no major in education, and I loved the introductory course in economics, so I decided to major in it. Then, when I graduated, I figured out that I needed to teach for several years to have any credibility to educators, so I taught high school science. My first job as a professor was at Syracuse University, in the Instructional Design, Development & Evaluation program, starting in August 1978. It was right after a 1-year post-doc experience at Brigham Young University.  \nWho were the famous figures in the field and what were they studying then?  \nIn my area of interest, instructional theory, Bob Gagné was probably \\#1, followed by Jerome Bruner, B. F. Skinner, David Ausubel, and Dave Merrill. All but Merrill were at, or close to, the end of their careers. Gagné’s major work was based on information-processing theory and included the nine events of instruction and hierarchical sequencing of instruction. Also, he was soon to author a book with Bob Reiser applying those ideas to media selection. Bruner’s work was based on cognitive theory and included the spiral curriculum and enactive, iconic, and  \nsymbolic modes of representation, among other things. At the time (1978) he was in the middle of several decades of work using these and other ideas to develop a complete curriculum for pre-collegiate education called Man: A Course of Study. Skinner’s work was based on behaviorism and included such things as reinforcement, shaping, and teaching machines. I don’t think he was still making important contributions at the time I began my career as a professor. Ausubel’s work was based on cognitive theory and included advance organizers and instructional sequences to promote subsumption of new ideas within cognitive structures. He was working on a book with Novak and Hanesian at that time. Finally, Dave Merrill, who was my mentor for my doctoral studies at Brigham Young University, as working on Component Display Theory and the Instructional Strategies Diagnostic Profile, both of which addressed instruction for teaching individual knowledge, skills, and understandings. Also, we began to develop the Elaboration Theory at that time.  \nWhich subject did you work on for your doctoral dissertation?  \nI conducted a research study on the effects of generalities, examples, and practice (with feedback) for teaching a skill. It found that practice had the larg","cbCaihFO15R5lKKl","https://ap.wps.com/l/cbCaihFO15R5lKKl","pdf",404540,"English","# Interview with Charles M. Reigeluth\n## Academic career and influences\n## Dissertation topic and advisor\n## Graduate projects and Elaboration Theory","[{\"question\":\"Reigeluth的学术兴趣是如何开始的？\",\"answer\":\"他在16岁时因对被迫学习的课程感到挫败而对教育改革产生兴趣，之后选择相关专业并在学术道路上逐步走向教学设计研究。\"},{\"question\":\"他的博士论文主要研究了什么？\",\"answer\":\"论文研究一般性、例子以及带反馈练习对技能教学的影响。结果显示练习对学习影响最大，但在提供例子时该效应会被降低（仍然显著），一般性影响最小。\"},{\"question\":\"Reigeluth的Elaboration Theory最初如何形成？\",\"answer\":\"它源于与Dave Merrill关于需要在宏观层面推进教学理论、以补充Component Display Theory在微观层面的贡献的讨论，并在对“宏观整体替代碎片化方法”的追求中逐步发展。\"}]","Interview with Charles M. Reigeluth - Applying Instructional Design to Educational Reform | PDF",1792089370,15]