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--- instructional_design:structural_learning [2011/03/16 10:48]
jpetrovic [What is structural learning theory?]
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-====== Structural Learning Theory ======
-===== General =====
-Structural learning theory is one of the [[learning_paradigms:cognitivism|cognitivist]] perspectives on instructional design proposed by [[http://www.scandura.com/|Joseph Scandura]] in 1970s. Scandura's theory suggests human **knowledge is** consisted of **rules** which are to be learned. Those rules are determined by parameters of **domain**, **procedure**, and **range**.
-===== What is structural learning theory? =====
-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).
-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:
-  * **domain** - its allowed **inputs**,
-  * **range** - its expected outputs, and
-  * **procedure** - the sequence of **operations** to perform **on the inputs**.
-For example: a rule //form present participle// has the domain of all English verbs, the range of present participles and the procedure of adding "-ing" ending to the verb.
-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:
-  -  The first step is to identify problem domain in terms
-  - 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.
-Structural learning theory's applications have been made in **mathematics** and **language learning**.
-===== What is the practical meaning of structural learning theory? =====
-===== Criticisms =====
-===== Keywords and most important names =====
-===== Bibliography =====
-[[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.]]
-===== Read more =====
-Reigeluth, Charles M. Instructional-design Theories and Models: An overview of their current status. Routledge, 1983.

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