instructional_design:structural_learning
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instructional_design:structural_learning [2011/03/16 11:26] jpetrovic [What is structural learning theory?] |
instructional_design:structural_learning [2011/03/16 12:00] jpetrovic [What is the practical meaning of structural learning theory?] |
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| - The first step is to identify problem domain inputs and outputs, or even only outputs (representative problems). | - 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. | + | - 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. |
| - | - Convert each solution rule into a new problem whose solution is that very 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. | |
| - | 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 ===== | ||
instructional_design/structural_learning.txt · Last modified: 2023/06/19 18:03 (external edit)
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