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--- instructional_design:structural_learning [2011/03/15 15:20]
jpetrovic [What is structural learning theory?]
+++ instructional_design:structural_learning [2011/03/16 12:07]
jpetrovic [Keywords and most important names]
@@ Line 4: / Line 4: @@
 ===== General =====
-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.
+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? =====
-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.
+Structural learning theory suggests that structures (problems) that a learner must learn, need to be formed as **rules** performed on a **domain**.
-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.
+A domain here is defined as a set of characterizing **inputs** and **outputs**. Inputs and outputs can be anything, even a process, an idea or a concept. For example:
-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.
+  * list of verbs (input) -> present participles (output).
-An important part of the theory is also **prior knowledge (rules)** of the learner, that will **enable construction of new rules**. This knowledge can be examined by instructor, that can be both human or artificial.
+Operations performed on given inputs are called rules, and they generate unique outputs. Rules can contain different levels of abstraction and are always defined with three parameters:
-Structural learning theory's applications have been made in **mathematics** and **language learning**.
+  * **domain** - its allowed **inputs**,
+  * **range** - its expected outputs, and
+  * **procedure** - the sequence of **operations** to perform **on the inputs**.
+For example: a rule //form present participle// has the domain of all English verbs, the range of present participles and the procedure of adding "-ing" ending to the verb.
+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 are rules which can have other rules as inputs or outputs (for example mathematical theorems) and they can be used to solve complex problems in the whole domain.
+Structural learning theory further attempts to identify components crucial for solving the given problem and is based on the procedure called //structural analysis//. Structural analysis is performed in the following steps:
+  - The first step is to identify problem domain inputs and outputs, or even only outputs (representative problems).
+  - Rules should be defined and explained on each representative problem. 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 solution rule.
+  - Each solution rule should be converted into a new higher-order problem and new higher-order rules for solving them.
+  - Redundant rules should be eliminated and the whole process repeated until simple enough rules are reached.
+An important part of the theory is also **prior knowledge (rules)** of the learner, that will **enable construction of new rules**. This knowledge can be examined by instructor, that can be both human or artificial.
 ===== What is the practical meaning of structural learning theory? =====
+Structural learning theory's applications have been made in **mathematics** and **language learning**.
 ===== Criticisms =====
@@ Line 28: / Line 43: @@
 ===== Keywords and most important names =====
+  * **Structural learning theory**, **rules**, **domain**, **range**, **procedures**
+  * [[http://www.scandura.com/|Joseph Scandura]]
 ===== Bibliography =====
-[[http://web.cortland.edu/frieda/id/IDtheories/4.html|Structural Learning Theory.]]
+[[http://web.cortland.edu/frieda/id/IDtheories/4.html|Instructional Design Theory Database Project: Structural Learning Theory.]] Retrieved March 15, 2011.
 [[http://www.odu.edu/educ/roverbau/Class_Websites/761_Spring_04/Assets/course_docs/ID_Theory_Reps_Sp04/Scandura_Chapman.pdf|Scandura, J. M. Structural learning theory. Instructional Design Theories and Models: An Overview of Their Current Status: p215–245. 1984.]]

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