instructional_design:structural_learning
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instructional_design:structural_learning [2011/03/15 15:27] jpetrovic [General] |
instructional_design:structural_learning [2011/03/15 16:04] jpetrovic [What is structural learning theory?] |
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| ===== General ===== | ===== 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 which are to be learned. Those rules are determined by parameters of domain, procedure, and range. | + | 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? ===== | ===== 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. Those rules can be simplified into elemental rules (//atomic components//) which represent most basic concepts learner needs to know when dealing with a problem from given domain. By combining these atomic more complicated and finally //higher-order// rules which can be used to solve complex problems in the whole domain. |
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| + | The starting point of structural learning theory is that rules, which represent knowledge, have three parameters: | ||
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| + | * **domain** - its allowed **inputs**, | ||
| + | * **range** - its expected outputs, and | ||
| + | * **procedure** - the sequence of **operations** to perform **on the inputs**. | ||
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| + | New rules are learned through application off higher to lower order rules. | ||
| 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. | 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. | ||
instructional_design/structural_learning.txt · Last modified: 2023/06/19 18:03 (external edit)
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