Reigeluth, Charles

Reigeluth

Current Position(s)–

Professor, Indiana University

 

Former Position(s)–

1990 – 1992: Chair, Instructional Systems Technology Dept., Indiana University

1987 – 1988: Chair, Instructional Design, Development & Eval. Program, Syracuse Univ.

1982 – 1988: Associate Professor, Syracuse University

1983 – 1985: President and CEO, Renaissance Learning Systems, Inc. Started and ran a $300,000 company with about six employees.

1978 – 1982: Assistant Professor, Syracuse University

1972 – 1975: Vice-President, Amalur, S.A. Ran a multi-million dollar company with about 15 employees in Argentina.

Education–

1977–Ph.D. Instructional Psychology, Brigham Young University

1969–B.A. Economics, June, Harvard University

 

Honors Include–

2002–Honored Alumni Award from Brigham Young University’s School of Education

2001–Distinguished Service Award from AECT

1999/2000–Teaching Excellence Recognition Award (TERA), Indiana University

1992–Award for “Outstanding Performance Improvement Quarterly Article” from NSPI

1988–Award for “Outstanding Book of the Year in Instructional Development” from AECT

1985–Award for “Outstanding Book of the Year in Instructional Development” from AECT

1984–Award for a chapter in “Outstanding Book of the Year in Instructional Development” from AECT

 

 

While most education and instructional design students may know Reigeluth for his work on Elaboration Theory, more recently, his work has been directed towards systemic school restructuring.

 

Elaboration Theory basically works on the premise that learners should first be given the most simple versions of the materials to be learned and work up to more and more difficult, complex versions. This aids in the chunking of instruction, as the designer starts with the “beginner” level material and, in subsequent sessions, adds more and more details and variations. Along the way, learners are supplied with the contexts of how the materials may be applied. The seven components of Elaboration Theory include: 1) An elaborative sequence, 2) learning prerequisite sequences, 3) summary, 4) synthesis, 5) analogies, 6) cognitive strategies, and 7) learner control. More information on Elaboration Theory can be found here–http://www.nwlink.com/~donclark/hrd/learning/id/elaboration_theory.html
Reigeluth has worked with a team from Indiana University and the Metropolitan School District of Decatur Township to produce a Systemic Change Effort in the schools. The effort brings together community, business, educators, parents, and others in an effort to rework the school system to be adaptable for the global future. Such change is based on the theory that education cannot be changed in a singular movement—it must be an ongoing process of cooperative changes throughout the system. Reigeluth used two educational paradigms to depict his vision—the industrial age school system (what we have had traditionally) and the information age school system (what we need to aim towards to be competitive). The industrial age school system is characterized by standardization, centralized control, adversarial relationships, autocratic decision-making, compliance, conformity, one-way communications, compartmentalization, is parts-oriented and has the teacher as “king” of the classroom. The information age school system is characterized by customization, autonomy with accountability, cooperative relationships, shared decision-making, initiative, diversity, networking, holism, is process-oriented, and features the learner as “king” of the classroom. The reading list supplied to teachers involved in the effort can be found at http://www.indiana.edu/~syschang/decatur/2007_fall/index.html.

 

Readings of Interest–

Books–

Reigeluth, C.M. (Ed.) (2009). Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base. New York: LEA/Routledge.

 

Reigeluth, C.M. (Ed.) (1999). Instructional-Design Theories and Models, Volume II: A New Paradigm of Instructional Theory. Mahwah, NJ: Lawrence Erlbaum Assoc.

 

Olson, J., Ryan, D.F., & Reigeluth, C.M. (1996). Systemic Restructuring in Education: A Selected Bibliography. Englewood Cliffs, NJ: Educational Technology Publications.

 

Reigeluth, C.M., & Garfinkle, R.J. (Eds.) (1994). Systemic Change in Education. Englewood Cliffs, NJ: Educational Technology Publications.

 

Reigeluth, C.M., Banathy, B.H., & Olson, J.R. (Eds.) (1993). Comprehensive Systems Design: A New Educational Technology. New York: Springer-Verlag.

 

Leshin, C.B., Pollock, J., and Reigeluth, C.M. (1992). Instructional Design Strategies and Tactics. Englewood Cliffs, NJ: Educational Technology Publications.

 

Reigeluth, C.M. (Ed.) (1987). Instructional Theories in Action: Lessons Illustrating Selected Theories and Models. Hillsdale, N.J: Erlbaum Associates.

 

Reigeluth, C.M., and Merrill, M.D. (1984). Extended Task Analysis Procedure: User’s Manual. Lanham, MD: University Press of America.

 

Reigeluth, C.M. (Ed.) (1983). Instructional-Design Theories and Models: An Overview of their Current Status. Hillsdale, N.J: Erlbaum Associates.

 

 

 

Publications: Chapters in Books

 

Watson, S.L., Watson, W.R., & Reigeluth, C.M. (2007). Systems design for change in education and training. In J.M. Spector, M.D. Merrill, J.J.G. van Merrienboer & M.P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.

 

Reigeluth, C.M. (2007). Chaos theory and the sciences of complexity: Foundations for transforming education. In B. Despres (Ed.), Systems Thinkers in Action: A Field Guide for Effective Change Leadership in Education. New York: Rowman & Littlefield.

 

Lee, S., & Reigeluth, C.M. (2007). Community involvement in Decatur’s Journey Toward Excellence. In F. M. Duffy & P. L. Chance (Eds.), Strategic Communication during Whole System Change: Advice and Guidance for School District Leaders and PR Specialists. Leading Systemic School Improvement Series #9. Lanham, MD: Rowman & Littlefield Education.

 

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. New York, NY: Oxford University Press.

 

Reigeluth, C.M., & Duffy, F.M. (2007). Trends and issues in P-12 educational change. In R.A. Reiser & J.V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

 

Reigeluth, C.M. (2003). Elaboration Theory. In A. Kovalchik & K. Dawson (Eds.), Education and Technology: An Encyclopedia. Santa Barbara, CA: ABC-Clio.

 

Carr-Chelman, A.A., & Reigeluth, C.M. (2002). Whistling in the Dark? ID in the Schools. In R.A. Reiser & J.A. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology. Upper Saddle River, NJ: Merrill/Prentice Hall.

 

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. (Volume II). Hillsdale, NJ: Lawrence Erlbaum Assoc.

 

Nelson, L.M., & Reigeluth, C.M. (1995). Professional development in systemic educational change. In P.M. Jenlink (Ed.), Changing Education Systemically: Touchstones for Designing Future Schools. Palatine, IL: Skylight Publishing.

 

Reigeluth, C.M. (1995). Educational systems development and its relationship to ISD. In. G. Anglin (Ed.), Instructional Technology: Past, Present, and Future (2nd ed.). Englewood, CO: Libraries Unlimited.

 

Reigeluth, C.M. (1994). The imperative for systemic change. In C. Reigeluth & R. Garfinkle (Eds.), Systemic Change in Education. Englewood Cliffs, NJ: Educational Technology Publications.

 

Reigeluth, C.M., & Garfinkle, R.J. (1994). Envisioning a new system of education. In C. Reigeluth & R. Garfinkle (Eds.), Systemic Change in Education. Englewood Cliffs, NJ: Educational Technology Publications.

 

Reigeluth, C.M. (1987). Lesson blueprints based on the elaboration theory of instruction. In C.M. Reigeluth (Ed.), Instructional Theories in Action: Lessons Illustrating Selected Theories and Models. Hillsdale, N.J: Erlbaum Associates.

 

Reigeluth, C.M., & Stein, F.S. (1983). The elaboration theory of instruction. In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: An Overview of their Current Status. Hillsdale, N.J: Erlbaum Associates.

 

 

 

Publications: Journal Articles

 

Duffy, F. M. & Reigeluth, C. M. (2007, October). Transforming school districts for the 21st century. Bookmark. Newsletter of the New Jersey Association of School Librarians.

 

Reigeluth, C.M., Carr-Chellman, A.A., Beabout, B., & Watson, W. (2007). Creating shared visions of the future for K-12 education: A systemic transformation process for a learner-centered paradigm. The Journal of Educational Alternatives, 2(3), 34-66.

 

Reigeluth, C.M., & Stinson, D. (2007). The Decatur story: Reinvention of a School Corporation – Mission and values for Decatur’s school transformation. The Indiana School Boards Association Journal, 53(1), 17-19.

 

An, Y.J., & Reigeluth, C.M. (2006). Functional contextualism: An Ideal framework for theory in IDT. Educational Technology Research & Development, 54(1), 46-50.

 

Reigeluth, C.M. (2006). General influences of suprasystems on systemic change. Tech Trends, 50(2) 26-27.

 

Reigeluth, C.M. (2006). The Guidance System for Transforming Education. Tech Trends, 50(2), 42.

 

Reigeluth, C.M. (2006). A chaos theory approach to systemic change. Tech Trends, 50(2), 45-46.

 

Reigeluth, C.M. (2006). A leveraged emergent approach to systemic transformation. Tech Trends, 50(2), 46-47.

 

Reigeluth, C.M. (2006). A vision of an information-age educational system. Tech Trends, 50(2), 53-54.

 

Reigeluth, C.M., Carr-Chellman, A.A., Beabout, B., & Watson, W. (2006). Systemic transformation processes for a K-12 learner-centered paradigm: Comparisons among approaches. The F.M. Duffy Reports, 11 (3), 1-17.

 

Richter, K., & Reigeluth, C.M. (2006). A systemic change experience in Decatur Township. Tech Trends, 50(2), 35-36.

 

Joseph, R., & Reigeluth, C.M. (2005). Formative research on an early stage of the systemic change process in a small school district. British Journal of Educational Technology, 36(6), 937-956.

 

Keller, J.B., & Reigeluth, C.M. (2004). Revolutionizing School Reform for Educational Transformation. Educational Technology, 44(5), 17-23.

 

Reigeluth, C.M. (2003). New Instructional Theories and Strategies for a Knowledge-Based Society. Educational Technology International, 5 (1), 63-75.

 

Reigeluth, C.M. (2003). Knowledge building for use of the Internet in education. Instructional Science, 31 (4), 341-346.

 

Reigeluth, C.M., & Beatty, B.J. (2003). Why children are left behind and what we can do about it. Educational Technology, 43 (5), 24-32.

 

Reigeluth, C.M. (2002). What every AECT member needs to know about systemic change: The beginning of a dialogue. Tech Trends, 46(1), 12-15.

 

Reigeluth, C.M., & Joseph, R. (2002). Beyond technology integration: The case for technology transformation. Educational Technology, 42 (4), 9-13.

 

Reigeluth, C.M. (1999). Visioning public education in America. Educational Technology, 39(5), 50-55.

 

Jenlink, P.M., Reigeluth, C.M., Carr, A.A., & Nelson, L.M. (1998). Guidelines for facilitating systemic change in school districts. Systems Research and Behavioral Science, 15(3), 217-233.

 

Reigeluth, C.M. (1997). Educational standards: To standardize or to customize learning? Phi Delta Kappan, 79 (3), 202-206.

 

English, R.E., & Reigeluth, C.M. (1996). Formative research on sequencing instruction with the elaboration theory. Educational Technology Research & Development, 44 (1), 23-42.

 

Jenlink, P.M., Reigeluth, C.M., Carr, A.A., & Nelson, L.M. (Jan. 1996). Facilitating systemic change in public schools. Tech Trends, 41 (1), 21-30.

 

Beissner, K.L., & Reigeluth, C.M. (1994). A case study on course sequencing with multiple strands using the elaboration theory. Performance Improvement Quarterly, 7 (2), 38-61.

 

Lee, I., & Reigeluth, C.M. (1994). Empowering teachers for new roles in a new educational system. Educational Technology, 34 (1), 61-72.

 

Carr, A.A., & Reigeluth, C.M. (July 1993). Community participation in systemic restructuring: Member selection procedures. Educational Technology, 33 (7), 36-46.

 

Khan, B., & Reigeluth, C.M. (1993). Educational systems design (ESD): An integrated, disciplined inquiry in schools of education. Educational Technology 33 (6), 36-40.

 

Reigeluth, C.M. (1993). Principles of educational systems design. International Journal of Educational Research, 19(2), 117-131.

 

Chung, J., & Reigeluth, C.M. (1992). Instructional prescriptions for learner control. Educational Technology, 32(10), 14-20.

 

Reigeluth, C.M. (1992). Elaborating the elaboration theory. Educational Technology Research & Development, 40 (3), 80-86.

 

Reigeluth, C.M. (1992). The imperative for systemic change. Educational Technology, 32(11), 9-13.

 

Reigeluth, C.M., Annelli, J.M., & Otto, S.L. (September 1992). Technology and school restructuring. The Electronic School, 11-12.

 

Reigeluth, C.M., & Garfinkle, R.J. (1992). Envisioning a new system of education. Educational Technology, 32(11), 17-23.

 

Norris, C.A., & Reigeluth, C.M. (1991). Themes for change: A look at systemic restructuring experiences. Educational Horizons, 69 (2), 90-96.

 

Reigeluth, C.M. (1987). The search for meaningful reform: A third-wave educational system. Journal of Instructional Development, 10 (4), 3-14.