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 [2011/03/16 09:03] 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 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. |
| - | The starting point of structural learning theory is that rules, which represent knowledge, have three parameters: | + | Rules, according to the structural learning theory have three parameters: |
| * **domain** - its allowed **inputs**, | * **domain** - its allowed **inputs**, | ||
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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((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. |
| - | + | ||
| - | 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. | + | |
| 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. | 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. | ||
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| ===== Bibliography ===== | ===== 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.]] | [[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.]] | ||
instructional_design/structural_learning.txt · Last modified: 2023/06/19 18:03 (external edit)
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