The Functional Context Instructional Model

Figure 1: Cognitive Domain Tree by Tony Bates

Functional Context and Cognitive Theory
Functional Context holds that people learn when the content is developed with purpose and relevancy. It is an Instructional Model that falls under the Cognitive Theory, and according to Harasim "Cognitivism emerged as a reaction to what had become viewed as simplistic and rigid emphasis by behaviorists on predictive stimulus-response"(Harasim, 2012). It is easily understood that Cognitivism set the groundwork for “creating and/or prescribing learning events to address more complex behaviors, such as problem solving and decision making” (Harasim, 2012). As we can see in the theory family tree Functional Context is defined by the words Evaluation, Knowledge, Comprehension, Application, Analysis, and Synthesis. All of these verbs literally serve as the functions a learner can expect to perform.


Functional Context – What is it?
One theorist from Harvard that had a lot to do with the development of Functional Context is Dr. Thomas Sticht. According to Sticht, Functional Context is a “theory [that} is based on the premise that students learn best when instruction is based on prior knowledge base, making use of long-term memory” (Learning-Theories. N.D.). Functional Context is also associated with functions such as: Job task analysis, knowledge base, literacy, and learning strategies. This means that learners are attempting problem solving and decision-making based on what they already know. To refer to the Cognitive family tree once more, we see on each branch how a student would process information based on what they already know in ways like “Recalling” knowledge, how we “Use Knowledge” and how we synthesize information to fit our “Own Structure.”
Some easily understood principles of Functional Context are:

1. Instruction should be made as meaningful as possible to the learner in terms of the learner's prior knowledge.
2. Use material and equipment that the learner will actually use after training
3. Literacy can be improved by: improving content knowledge, information processing skills, or the design of the learning materials.
4. Valid assessment of learning requires context/content specific measurement.

All of these principles are extremely useful, and one that particularly stands out to me is the second principle about using material and equipment that will be used after learning or training takes place. I would like to stress the importance of how spending time and money to materials and equipment is a challenge for academia and corporate training alike, but if a student is not going to use those materials and equipment outside of their learning experience, is it going to be money well-spent? This is just one of the many questions that Dr. Thomas Sticht found himself asking as he served on the United Nations Educational, Scientific, and Cultural Organization’s (UNESCO) International Literacy Prize Jury.
In order to further demonstrate some of the elements involved in Functional Context, please watch this short 2-minute video on the Functional Context Theory.




References
Harasim, L. M. (2012). Learning theory and online technologies. New York, NY: Routledge.

Instructional Design. (N.D.). Functional Context (Tom Sticht). Retrieved from http://www.instructionaldesign.org/theories/functional-context.html

Learning Theories. (N.D.). Functional Context Theory (Sticht). Retrieved from http://www.learning-theories.com/functional-context-theory-sticht.html

National University (2016). EDT 605 Educational Theory & Technology: Week Two Lecture. Retrieved from https://nu.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_36703_1&content_id=_2474459_1&mode=reset