Theory Name: Random Access Instruction
Authors (Last, First): Spiro, Rand J.; Feltovich, Paul J.; Jacobson, Michael
J.; & Coulson, Richard L.
Associate Learning Theory:
Cognitive constructivist learning: based on Cognitive Flexibility Theory
focusing on the nature of learning in complex and ill-structured domains.
By cognitive flexibility, one is able “to spontaneously restructure
one's knowledge, in many ways, in adaptive response to radically changing
situational demands...This is a function of both the way knowledge
is represented (e.g., along multiple rather single conceptual dimensions)
and the processes that operate on those mental representations (e.g.,
processes of schema assembly rather than intact schema retrieval).” (Spiro & Jehng,
1990, p. 165)
Model Description:
The central claim of Cognitive Flexibility Theory is that revisiting
the same material, at different times, in rearranged contexts, for
different purposes, and from different conceptual perspectives is essential
for attaining the goals of advanced knowledge acquisition (mastery
of complexity in understanding and preparation for transfer). Thus,
instructional emphasis is placed upon the presentation of information
from multiple perspectives and use of many case studies that present
diverse examples. The theory advocates the properties of hypertext
systems which facilitate flexible restructuring of instructional presentation
sequences, multiple data codings, and multiple linkages among content
elements.
Specification of Theory
(a) Goals and preconditions
To provide flexible instruction appropriate for developing cognitive
flexibility.
(b) Principles
1) Learning activities must provide multiple representations of content.
2) Instructional materials should avoid oversimplifying the content domain
and support context-dependent knowledge.
3) Instruction should be case-based and emphasize knowledge construction,
not transmission of information.
4) Knowledge sources should be highly interconnected rather than compartmentalized.
(c) Condition of learning
Hypertext environments for promoting cognitive flexibility in ill-structured
domains.
(d) Required media
Interactive technology media such as videodisc and hypertext
(e) Role of facilitator
To provide multiple representations of situated content knowledge
(f) Instructional strategies
1) Provide multiple approaches that range from multiple organizational
schemes for presenting subject matter to multiple representations of
knowledge
2) Rearrangement of the presentation sequence of content in order to
produce different understandings when that content is “re-read”:
Provide students with the option of reading an expert commentary on the
special shade of meaning associated with the conceptual theme after the
scene is viewed.
3) Provide cross-references as commentaries
(g) Assessment method
Assess case-based knowledge construction
Formative Research & Application
(a) Tested context: K-12 (Sprio & Jehng, 1990)
(b) Research method
(c) Research description: KANE (Sprio & Jehng, 1990) is a learning
environment in which students are given literary texts supporting multiple
interpretations. The Cognitive Flexibility Hypertexts provide generic
conceptual structure particularized to specific cases and optional background
information on the contexts immediately preceding the one being explored.
(d) Resources
Spiro, R.J., Feltovich, P.J., Jacobson, M.J., & Coulson, R.L. (1992).
Cognitive flexibility, constructivism and hypertext: Random access instruction
for advanced knowledge acquisition in ill-structured domains. In T. Duffy & D.
Jonassen (Eds.), Constructivism and the technology of instruction: A
conversation. Hillsdale, NJ: Erlbaum.
Spiro, R.J. & Jehng, J. (1990). Cognitive flexibility and hypertext:
Theory and technology for the non-linear and multidimensional traversal
of complex subject matter. D. Nix & R. Spiro (eds.), Cognition, education,
and multimedia. Hillsdale, NJ: Erlbaum
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