instructional_design:structural_learning
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instructional_design:structural_learning [2011/03/15 16:04] jpetrovic [What is structural learning theory?] |
instructional_design:structural_learning [2011/03/15 16:25] jpetrovic [What is structural learning theory?] |
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| ===== What is structural learning theory? ===== | ===== 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 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. | + | 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 used to solve complex problems in the whole domain. |
| The starting point of structural learning theory is that rules, which represent knowledge, have three parameters: | The starting point of structural learning theory is that rules, which represent knowledge, have three parameters: | ||
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| * **procedure** - the sequence of **operations** to perform **on the inputs**. | * **procedure** - the sequence of **operations** to perform **on the inputs**. | ||
| - | 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 ยท Last modified: 2023/06/19 18:03 (external edit)
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