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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 12:07] jpetrovic [Keywords and most important names] |
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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: |
+ | |||
+ | * 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: |
- | - The first step is to identify problem domain in terms | + | - The first step is to identify problem domain inputs and outputs, or even only outputs (representative problems). |
- | + | - Rules should be defined and explained on each representative 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. | |
- | + | - Each solution rule should be converted into a new higher-order problem and new higher-order rules for solving them. | |
- | + | - Redundant rules should be eliminated and the whole process repeated until simple enough rules are reached. | |
- | + | ||
- | - 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. | + | |
- | + | ||
- | 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. | + | |
An important part of the theory is also **prior knowledge (rules)** of the learner, that will **enable construction of new rules**. This knowledge can be examined by instructor, that can be both human or artificial. | An important part of the theory is also **prior knowledge (rules)** of the learner, that will **enable construction of new rules**. This knowledge can be examined by instructor, that can be both human or artificial. | ||
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- | Structural learning theory's applications have been made in **mathematics** and **language learning**. | ||
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===== What is the practical meaning of structural learning theory? ===== | ===== What is the practical meaning of structural learning theory? ===== | ||
+ | Structural learning theory's applications have been made in **mathematics** and **language learning**. | ||
===== Criticisms ===== | ===== Criticisms ===== | ||
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===== Keywords and most important names ===== | ===== Keywords and most important names ===== | ||
+ | * **Structural learning theory**, **rules**, **domain**, **range**, **procedures** | ||
+ | * [[http://www.scandura.com/|Joseph Scandura]] | ||
===== Bibliography ===== | ===== Bibliography ===== |