instructional_design:structural_learning
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instructional_design:structural_learning [2011/03/16 10:48] jpetrovic [What is structural learning theory?] |
instructional_design:structural_learning [2011/03/16 11:26] jpetrovic [What is structural learning theory?] |
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| Structural learning theory suggests that structures (problems) that a learner must learn, need to be formed as **rules** performed on a **domain**. | Structural learning theory suggests that structures (problems) that a learner must learn, need to be formed as **rules** performed on a **domain**. | ||
| - | 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: list of verbs (input) -> present participles (output). | + | 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: |
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| + | * list of verbs (input) -> present participles (output). | ||
| 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: | 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: | ||
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| 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. | 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. | ||
| - | Content analysis in the structural learning theory 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: | + | 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: |
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| - | - The first step is to identify problem domain in terms | + | |
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| - | - A hierarchy of rules should be defined for the domain. 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. | + | - The first step is to identify problem domain inputs and outputs, or even only outputs (representative problems). |
| + | - One or more solution rules should be defined for the domain (for each 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. | ||
| + | - Convert each solution rule into a new problem whose solution is that very rule | ||
| 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. | ||
instructional_design/structural_learning.txt · Last modified: 2023/06/19 18:03 (external edit)
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