During the past decade, scholars in Germany, Great Britain, and the Soviet Union have published a substantial amount of material dealing with the application of algorithms and algorithmic procedures to instruction. This paper reviews the most significant European concepts, describes what is being done in the USA, and identifies problems worthy of serious research endeavors. An algorithm is a list of unambiguous elementary instructions specifying a sequence of discriminations and operations which will yield the solution to any problem of a class. Algorithms may vary in the degree to which they are deterministic. Likewise, problems may vary in the degree to which they are amenable to solution by algorithms or algorithmic procedures. A concise taxonomy of algorithms based on these characteristics is presented. The applicability of algorithmic concepts to various types of problems is discussed and illustrated by means of concrete examples. (Author).
The concept of algorithm, as used in teaching and learning, is defined. Characteristics of algorithms are identified and described. The elements (operator, discriminator, syntactic structure) are described and illustrated. Methods of representing algorithms are portrayed. Differences between identification algorithms, transformation algorithms, and search algorithms are discussed. Use of algorithms in instruction and training are suggested. Several research and development tasks are proposed. (Author).
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Research has indicated the facilitating affect of cognitive pretraining in the acquisition of complex perceptual motor skills. However, precise procedure for generating such verbal instruction is generally unclear if not totally lacking. The present study was undertaken to ascertain the effectiveness of an operationally defined verbal mediator, the instructional cue, on the acquisition of an instrument maneuver flying skill. Eleven subjects enrolled in the UPT program at Williams AFB were given instruction which contained three levels of instructional cues. Analysis of variance techniques as well as graphic analyses revealed that the instructional cue is both a powerful and effective variable. Results were explained in terms of control theory and information theory.
