Structural communication
Structural communication was developed in the 1960s by John G. Bennett and his research team to simulate the structure and quality of a small group tutorial through automated means. It provides access to high level learning for many students without much supervision. A communication consists of both information and structure. An effective two-way communication involves mutual verification of understanding through comparisons of structure. In structural communication, information is provided that participants have to organize in explicit ways. Structural Communication is an instructional approach that provides a simulated dialogue between an author of instructional materials and the students . It has been called "an interactive technique for communicating understanding". Understanding is "inferred if a student shows the ability to use knowledge appropriately in different contexts, and to organize knowledge elements in accordance with specified organizing principles" (Egan, 1972, p. 66). The technique was designed to encourage creative thinking in learners, allowing them to develop an understanding of a topic, not simply to memorize facts. Furthermore, Structural Communication was designed to promote learning for social action. "Hodgson, in line with many current constructivists, viewed the social contexts of the learning activity to be critical for the transfer of learning to  practical situations". The distinctions between the learning of knowledge and the learning for social action are evident in the components Bennett and Hodgson designed into the Structural Communication technique. The seven components of a Structural Communication unit are described below. Components. 1. Intention. The opening statement, which defines what is to be studied, provides an overview, possibly an "advance organizer", and sometimes a rationale. It is used to provide a context for the content of the study unit and a focus for the study. 2. Presentation. The material, experience, exercise, case study, etc. which supplies the essential facts and concepts  of the domain being studied. This may be an existing text, a video, a case study, a simulation, or real-life experience, depending on the overall strategy of the exercise. This could also be any sort of computer-based instruction, including simulations. 3. Response Array. A randomized array of items which summarize key parts, concepts or principles from the knowledge base that is being used and studied in the exercise. Often it resembles a "key point summary" of the Presentation. 4. Questions. A set of problems for solution, which are designed to present the "intellectual challenge" that is an essential  part of the Structural Communication methodology. These problems are interrelated and are open-ended to allow multiple responses and viewpoints. The purpose of the investigation section is for the learner to interact with the subject matter. To respond to a question, a student selects a number of items from the Response Array that, taken together, summarise what must be brought to bear on it. Challenge: Problem 4 Here is a diagram of an apparatus for measuring the latent heat of vaporization of a liquid S at various temperatures. The tube T leads to a vessel that is kept slightly cooler  than the main enclosure. H and H are two heating coils. l is the same liquid which is used to control the temperature inside the main enclosure. Taken together, the valve V (which opens to a pump), the heating coil H, and the liquid "l", form a control system. Select those items on the Array which indicate what is prevented from happening by this control system. Then also indicate how this is done. 5. Diagnostics. These are sets of logical tests of inclusion and exclusion. Relative to any given question, the author ascribes values of "essential", "relevant", "irrelevant" and "misleading