A MODEL FOR LEARNING

An attempt to define a proper relations scheme between instruction, learning and to establish the dynamics of learning in relation to modern political and educational concepts, as intellect, motivation, different resources, resitance against learning and study-ability ('studeerbaarheid')

The interactive simulation model. Here you can start - by clicking - the interactive model of learning of Min (febr. 2000) as described on other places.
Case 1: If you change the 'target' ('IN') from '3' to '6' you see the outcome depends on 'studeerbaarheid' ('study-ablity') (R1) and 'motivation' (R2). Stop if the target is reached. Than you have to decrease R1 and/or R2 and than put the target to 9 the 50%-time cost twice as much than before (case 2). You see that 'duration of learning' (the 'leaning traject') is just the time until the difference between target and output (e) is about zero. We call it the 100%-time. (The 50%-time - or half-life-time - is the time - in weeks - the target is reach at 50 procent.)

Figure 9b. A screendump of the interactive simulation model above. You see two experiments: setting target B after 1 week and setting target C about 4 weeks. In the first experiment you see the target is reached quicker - at 80% of the target - than in the second experiment (later) at 80% of the target (1/2 week versus 2 weeks). In the second experiment the 'study-ability' (R1) and the 'motivation' (R2) are more worse so it takes more time to learn everything. When the study-ability increases (and here the resistance against, R2, decreases) learning will become potentially easier.
Do this - in your own way - by clicking on the button above.

Enschede, 21 mrt. 2001