Association for Educational Communications and Technology (AECT)
Association for Educational Communications and Technology (AECT)
Association for Educational Communications and Technology (AECT)
Brigham Young University – David O. McKay School of Education
Association for Educational Communications and Technology (AECT)
Professor, Indiana University Bloomington
Associate Professor, Syracuse University
President and Chief Executive Officer, Renaissance Learning Systems, Inc.
Assistant Professor, Syracuse University
Research Associate, Brigham Young University
Vice‑President, Amalur, S.A.
Charles M. Reigeluth is an American educational theorist whose work centers on instructional-design theory and the systemic transformation of educational systems toward learner-centered, personalized, competency‑based models. He is Professor Emeritus in Instructional Systems Technology at Indiana University Bloomington and is best known for the Elaboration Theory of Instruction, contributions to simulation‑based instructional theory, and editing the four‑volume series Instructional‑Design Theories and Models. His recent scholarship provides design guidance for personalized competency‑based education (PCBE) and technology functions needed to support it.
A design theory for sequencing and organizing content that begins with a simple, representative epitome and progressively elaborates in complexity and detail. It guides scope and sequence decisions, integrates summarizers and synthesizers, and supports meaningful context building for transfer.
Design guidance for the instructional overlay in computer‑based simulations, specifying functions (acquisition, application, assessment), appropriate features (generality, examples, practice, feedback, help), and variations by content type (procedures, process principles, causal principles) and fidelity requirements.
An approach to designing educational systems and changes in which users (educators, learners, stakeholders) actively co‑design structures and processes, emphasizing empowerment, inclusion, consensus‑building, and iterative improvement during systemic transformation.
TechTrends • Journal
Systemic educational change can fail either because the vision of the new system is weak or because the change process is ineffective. This article synthesizes a research‑based knowledge base for both sides: a learner‑centered vision distilled into 25 principles across six core ideas, and an action knowledge base with values, principles, and sequential and continuous activities tailored for district and independent‑school contexts to guide transformation toward personalized, competency‑based learning.
Journal of Educational Computing Research • Journal
Defines functional specifications for a Personalized Integrated Educational System to support learner‑centered, competency‑based education. Four major functions—recordkeeping, planning, instruction, and assessment—plus secondary functions (communication/collaboration, administration, improvement) and architectural features (interoperability, modularity, customizability) are detailed to guide future development of technology platforms for PCBE.
Journal of Computer‑Based Instruction • Journal
Presents a general model and variations for the instructional overlay in computer‑based simulations. The paper distinguishes three simulation content types (procedures, process principles, causal principles) and prescribes features—generality, examples, practice, feedback, and help—across introduction, acquisition, application, and assessment stages. Guidance is provided for fidelity, learner/system control, and motivational design to optimize learning and transfer.
• Book
This book integrates innovations from instructional systems development and learner‑centered instructional theory into a holistic 4D process—Define, Design, Develop, Deploy. It presents multi‑level design (top, mid, lower), iterative analysis‑design‑evaluation cycles, guidance for non‑instructional interventions, rapid prototyping, and just‑in‑time analysis to help designers create effective, flexible, learner‑centered and project‑based learning experiences in contemporary contexts.
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A practical guide for transforming K–12 systems to personalized competency‑based education (PCBE). Part I articulates a coherent PCBE vision—learner‑centered instruction, restructured curriculum, new roles, nurturing culture, and supportive organization—while Part II details the change process for districts and independent schools, including readiness, sequencing, tools, and case studies to overcome common barriers and implement PCBE at scale.
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An edited volume describing the current state of instructional theory for a learner‑centered paradigm, showing how theories interrelate and addressing design of instruction, assessment, and curriculum. Contributions elaborate designs for K–12 and higher education settings and discuss pathways for moving from teacher‑centered to learner‑centered practice.
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This edited volume advances a shared knowledge base for instructional design by articulating universal principles of instruction, mapping how they apply to approaches (e.g., direct and problem‑based instruction), and showing applications to major kinds of learning. It also situates instructional theory within broader educational paradigm change.
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A sequel to Volume I that synthesizes emerging instructional theories reflecting shifts in learning sciences, educational values, and technology. Chapters concisely present diverse methods, highlight interrelationships, and emphasize guidance on when to use particular methods to foster learning and development in the information age.
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The foundational first volume compiling then‑current instructional‑design theories and models. It surveys the field’s major approaches and provides editor’s forewords and comparative notes to help readers understand and contrast the goals, values, and methods of each theory.