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instructional_design:structural_learning [2011/03/15 16:25] jpetrovic [What is structural learning theory?] |
instructional_design:structural_learning [2011/03/15 16:59] 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 **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. | + | 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. |
- | 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**. | ||
- | + | 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. | |
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- | 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. |