Algo-Heuristic Theory of Learning

Algo-Heuristic Theory of Learning

Abstract This paper covers the Algo-Heuristic Theory or Landamatics Theory of Learning. It focuses on a general background of the theory which helps us to understand how teachers can train students to execute precise and specific steps in completing a particular task. The article also details the biography of Lev N. Landa, who is the founder of the theory. It further details the principles associated with the theory and gives a brief synopsis of its use under different research methodologies.

Definition and Background of Theory The Algo-Heuristic model is a theory of instructional design that was developed by Lev N. Landa in the 1950s. (Landa, L.N., 1983). He focused on two general procedures: Algorithms and Heuristics. His theory emphasizes critical thinking skills for any and every situation, in their independent contexts, thus having a similar general logical structure that derives meaning. Landa believed that this instructional method can help individuals mentally handle similar tasks using the same general mental operations. Terry, P., & Starlight, J. (Year to be added). He also believed that subject matter can be represented algorithmically. Saettler, P. (2004). This theory is also known as Landamatics, as outlined by Lev Landa.

The fact is Landamatics is not a theory of instruction that will give you a lesson plan or tell you how to teach a concept, skill, knowledge, or idea. Based on research conducted by Lev Landa on Landamatics Instructional Design theory and methodology for teaching General Methods of Thinking, Landamatics or Algo-Heuristic Theory, "a general method (or methodology) of approaching the design of an effective course of instruction or any lesson plan, whether the task is to teach knowledge of certain phenomena or a process of visual analysis of an object or a strategy of thinking or anything else". (Landa, 1998)

This theory allows students to learn different materials using an algorithmic or heuristic problem-solving approach, providing a step-by-step procedure for solving problems.

Theorist Biography

Lev Landa was a member of the Union of Soviet Socialist Republics (USSR) until 1976. During that time, Landa received a doctoral and postdoctoral degree in psychology in Moscow and Leningrad, respectively. He was later confirmed by the Ministry of Higher Education of the USSR as a Professor. He held positions such as Professor at the Institute of Advanced Training of the University and Pedagogical Sciences, and Director of the Department at the Institute of General and Educational Psychology. Landa continued his work after leaving the USSR, serving as a visiting professor at the University of Utrecht in Holland. He served as president of Landamatics International, a management and education consulting firm. Landa has over 100 publications, 27 of which were translated into different languages. Today, we are able to benefit from Mr. Lev Landa through his Algo-Heuristic Theory of Learning, otherwise called Landamatics.

Development of the Theory

Lev N. Landa developed and implemented an experiment with a group of German-speaking individuals. Group One was given a syntactically complex sentence "Die, die, die, die die Bushstaben zahlen, fur Narren halten, haben recht” (Schopenhauer). Each person was asked to read, try to understand the words, and relate to its meaning. They were able to complete the task accordingly. The subjects were then asked to describe what they did with the words of the sentence in order to comprehend and understand it, but were unable to do so. They indicated that they read and understood what was given.

The same words were presented to a group of German-speaking individuals who did not have a good command of the language; however, they either knew the meaning of all the words and constituent phrases or were given translations. All subjects in the second group read the words several times, but could not grasp it. They tried to put all the English words together with the hope of finding out the meanings of the words, but they did not get it as they were only trying to guess instead of comprehending. (Landa, 1984)

Research Theory for Algo-Heuristic Theory of Learning

Lev Landa stated that "the primary goal of his theory is to teach general methods of thinking (the highest-order thinking skills). It is intended for all situations which, though different in content, have similar general logical structures (often hidden) that allow one to mentally handle them in the same way by employing the same general mental operations." (Landa, L. 1983). The Landamatics Instructional Design Theory or Algo-Heuristic theory focuses on teaching students to use their cognitive skills to solve problems. These skills can actually be linked to the process of algorithmic, semi-algorithmic, heuristic, or semi-heuristic base. Algo-heuristics is a process of critical thinking and problem-solving through the facilitation of an accurate course of action to achieve the objectives. Landa also argued that there is only one way to gain intelligence, and that is through internalizing the operations (Landa, 1999).

Landa further researched and presented the following in a 1999 publication. He further stated that there is a different way of forming generalizations, concepts, and thought processes via a particular approach. This approach guarantees the formation of proper and adequate generalizations, allows for effective methods of acquiring and applying knowledge whether through images, concepts, and propositions, and ensures the accurate transfer of experience and mental processes to solve new situations and problems. (Landa, 1999)

Based on the theory's dynamics, it can address a wide variety of instructional, learning, and performance problems within the classroom. He believes that knowledge is made up of the following elements: Image, Concept, and Proposition. Students must be open-minded to adopt new methods of learning in order to transfer the skills learned to other situations and problems. In his theory, the facilitator always provides students with information, assists them with their thought processes, and provides feedback to shape learning.

Based on research, the Algo-Heuristic Theory has a system of techniques that will assist in penetrating unobservable, non-conscious, and intuitive mental processes underlying expert performance, breaking those processes down into elementary component operations, describing those operations explicitly, and composing algorithmic or heuristic prescriptions for non-experts. (C.M. Reigeluth, ed. (1983)) Some of the values that this theory is built upon are:

General methods of thinking
Identification of general logical structures of various subject matters, which will determine methods of handling those structures

Algo Heuristic Theory Major Methods/Strategies These methods, as outlined by Landa (Landa, L. N. 1994, 1999; Tate, 2007), include:

Guided Learning
Expository Teaching
Combination Approach

Guided Learning This process allows students to understand their own thinking by properly guiding them to make independent discoveries (Landa, 1999). Under this approach, the student is given a problem, and the instructor guides the student in a particular way of thinking. The teacher assists the student in building mental awareness that guides the formulation of a method for solving the problem. The teacher helps the student build scaffolding that allows them to apply a technique to that method, and then the students gradually internalize the method used to solve the problem. The instructor guides the process and allows the students to make the process automatic.

Expository Teaching The different steps used in the principle of guided learning are also used here; however, students are taught knowledge without using discovery techniques. The student is taught ready-made knowledge and methods, such as illustrations or examples, to help them understand the material (Landa, n.d. 2007).

Combination Approach The process of using various methodologies and actions to lead students to solve problem-solving techniques, while discussing and directing the students to receive the desired outcome. All concepts within the topic are taught by providing readily available knowledge.

According to Landa (1999), some general values of this theory are:

Equips students with the tools needed to acquire, manipulate, and apply knowledge
Saves time and increases productivity
Increases the quality of skills, knowledge, and abilities acquired
Reduces difficulties in both teaching and learning
Prevents or reduces the rate of errors
Creates expert-level learners and performances

In teaching the Algo-Heuristic Method, the snowball method can be used. This is a step-by-step procedure that can be used (Landa, 1976):

It is more important to teach algo-heuristic processes to students than prescriptions (knowledge of processes); however, teachers need to know both.
Processes can be taught through prescriptions and demonstrations of operations.
Teaching students how to discover processes is more valuable than providing them with already formulated ones.
Break processes down into elementary operations of size and length suitable for each student (individualization of instruction).

Research and Use of Theory

Many books, journals, articles, and experiments are linked to Lev Landa and the Algo-Heuristic Theory of Learning. Dr. Laurence is one of the prominent individuals who used the Landamatics theory to teach computer programming, and it was deemed successful. (Laurence, L.L. 2004). He further stated that "Landamatics is a viable technique in the computer science classroom. It is not a substitute for conventional knowledge and principle instructions to help students understand the material." The reality is that this method is easy to use as it involves algorithms.

He also made reference to the use of this approach in teaching languages and algorithms. To attest to the continued use and success of the Algo-Heuristic or Landamatics theory, Port, O. (1992) in Business Week discussed how many businesses have used this theory for industrial training, saving millions of dollars. The article noted that, because of the savings, the company moved to train in-house Landamatics consultants.

As recently as January 2015, Rufi R. researched The Development of Algo-Heuristic Model: To Improve Student Learning Acquisition in Statistics at Elementary School Teach…. Based on this research, the Algo-heuristic model of programme delivery, including teaching materials developed in the form of books, have met the criteria of effectiveness. Statistics show a difference and a significant increase. Therefore, based on this research, "the Algo-heuristic learning strategies can be implemented to obtain better learning achievements." (Rufi R, 2015)

Another researcher investigated The Impact of Blended Learning Environments Based on Algo-Heuristics Theory on Some Variables. They reported that the Algo-Heuristic Theory, based on blended learning environments, can be used for teaching skills for preparing presentations on computers, improving attitudes toward computers, and increasing motivation levels toward computers. Aygun, M. (2012). Nevertheless, the same study showed that additional research is needed in other areas to use this theory.

Conclusion Based on these observations and the presented research, the Algo-Heuristic theory can be effectively used in the classroom to assist students with logical reasoning and learning different subjects in various sequences. All learning is guided by the teacher, but learning is heavily dependent on the student. The desired conditions, based on the theory, must be developed by the student over time for the theory to be fully effective.

My understanding, based on the research and evidence presented, is that this technique is a viable option for use in various classrooms, including mathematics, computer science, biology (to some extent), foreign languages, and any other subject matter where algorithms and heuristics can be applied.

References

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AYGÜN, M., & KORKMAZ, Ö. o. (2012). Impact of Blended Learning Environments Based on Algo-Heuristic Theory on Some Variables. Mevlana International Journal Of Education, 2(2), 25-38. Educational Technology (1993). Landamatics ten years later. Educational Technology, 33(6), 7-18.

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