Differences

This shows you the differences between two versions of the page.

--- instructional_design:structural_learning [2011/02/08 16:09]
jpetrovic created
+++ instructional_design:structural_learning [2011/03/15 16:59]
jpetrovic [What is structural learning theory?]
@@ Line 1: / Line 1: @@
-===== Structural Learning =====
+====== Structural Learning Theory ======
-Structural learning theory is one of the [[cognitivism|cognitivist]] perspectives on instructional design proposed by [[http://www.scandura.com/|Joseph Scandura]] in 1970s. Scandura's theory suggests human knowledge is consisted of rules.
-Each rule, according to has domain, range and operation as its parameters. **Domain** refers to its **applicable inputs**, **range** refers its **expected outputs** and **operation** reffers to the **procedure on the inputs**. New rules are learned through application off higher to lower order rules.
+===== General =====
-In accordance with structural learning theory, first step in instructional design or learning is **definition of the problem domain through structural analysis**. Problem domain can be both well- and ill-defined (when rules are quite simple, yet there is no direct complete solution like chess, or poetry writing). In case of an ill-defined domain, it should be divided into well-defined sub-domains which generate at least one rule. Domain sets the inputs and desired outputs for problem solving.
+Structural learning theory is one of the [[learning_paradigms:cognitivism|cognitivist]] perspectives on instructional design proposed by [[http://www.scandura.com/|Joseph Scandura]] in 1970s. Scandura's theory suggests human **knowledge is** consisted of **rules** which are to be learned. Those rules are determined by parameters of **domain**, **procedure**, and **range**.
+===== What is structural learning theory? =====
+Structural learning theory suggests that structures (problems) that a learner must learn, need to be formed as rules. Those rules can be simplified into **lower-order rules** (//atomic components//) which represent most basic concepts learner needs to know when dealing with a problem from given domain. By combining these atomic components and application of more complicated to lower order rules new **higher-order rules** are derived. Higher-order rules can be used to solve complex problems in the whole domain.
+Rules, according to the structural learning theory have three parameters:
+  * **domain** - its allowed **inputs**,
+  * **range** - its expected outputs, and
+  * **procedure** - the sequence of **operations** to perform **on the inputs**.
+In accordance with structural learning theory, first step in instructional design or learning is **definition of the problem domain through structural analysis**. Problem domain can be both well- and ill-defined((An ill-defined domain is one in which rules are quite simple, yet there is no direct complete solution like chess, or poetry writing.)). In case of an ill-defined domain, it should be divided into well-defined sub-domains which can generate at least one rule. Domain sets the inputs and desired outputs for problem solving.
 Domain definition is followed by **construction of hierarchy of rules** for well-defined domains. Rules should be explained on prototype problems, but can also leave some **gaps** in problem solving procedure, which **are then converted into higher-order problems** containing gap rules. Higher-order rules are then used to fill the gap, but can also validate lower level rules.
@@ Line 12: / Line 24: @@
 Structural learning theory's applications have been made in **mathematics** and **language learning**.
+===== What is the practical meaning of structural learning theory? =====
+===== Criticisms =====
+===== Keywords and most important names =====
 ===== Bibliography =====

Learning Theories

User Tools

Site Tools

Differences

Page Tools