Rope-Weaver’s Principles: Towards More Effective Learning
SAIEE Africa Research Journal ( Volume: 110 , Issue: 4 , December 2019 ) , 2019
This paper introduces a new methodology to assist
teaching and learning in a time-constrained env... more This paper introduces a new methodology to assist
teaching and learning in a time-constrained environment at the
hand of two time-on-task examples. These examples are from
the field of Electrical Engineering studies with a focus on firstyear
studies and an advanced software design course taught at
the Tshwane University of Technology in South Africa. In an
endeavour to understand the timing model of the human brain
to master and assimilate new information, a study was conducted
to determine some of the parameters that could possibly have an
influence on the timing model and how the brain perceives new
information. From this study the Rope-Weaver’s Principles were
derived and are built on three well-known theories, comparative
judgment, the Guttman scale and the learning curve, integrated
into the new methodology. The Rope-Weaver’s Principles are
presented as an abstraction of the mathematical principles and
the measures that underpin this study. The research was done
from a participant-observer perspective with design research
as central methodology. The research methodology involved
a longitudinal study employing mixed-methods research. The
results led to the observation of a toe or plateau in the infancy of
the learning curve. The observed plateau has a direct influence
on the order and time frame of the introduction of new study
material in a formal educational programme. The results were
found to adhere to the Weber-Fechner Law. This relates to other
studies on animals, suggesting that the way the brain perceives
stimuli or assimilate knowledge is hard-wired throughout the
animal kingdom although the brain structures vary widely. It is
proposed that Rope-Weaver’s Principles, complementary to the
current pool of teaching and learning theories, lead to a better
mastery of the learning material or skills, moving persons under
instruction from rule based training – behaviourism, to maxim
integration – constructivism.
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Papers by Ron Aylward
teaching and learning in a time-constrained environment at the
hand of two time-on-task examples. These examples are from
the field of Electrical Engineering studies with a focus on firstyear
studies and an advanced software design course taught at
the Tshwane University of Technology in South Africa. In an
endeavour to understand the timing model of the human brain
to master and assimilate new information, a study was conducted
to determine some of the parameters that could possibly have an
influence on the timing model and how the brain perceives new
information. From this study the Rope-Weaver’s Principles were
derived and are built on three well-known theories, comparative
judgment, the Guttman scale and the learning curve, integrated
into the new methodology. The Rope-Weaver’s Principles are
presented as an abstraction of the mathematical principles and
the measures that underpin this study. The research was done
from a participant-observer perspective with design research
as central methodology. The research methodology involved
a longitudinal study employing mixed-methods research. The
results led to the observation of a toe or plateau in the infancy of
the learning curve. The observed plateau has a direct influence
on the order and time frame of the introduction of new study
material in a formal educational programme. The results were
found to adhere to the Weber-Fechner Law. This relates to other
studies on animals, suggesting that the way the brain perceives
stimuli or assimilate knowledge is hard-wired throughout the
animal kingdom although the brain structures vary widely. It is
proposed that Rope-Weaver’s Principles, complementary to the
current pool of teaching and learning theories, lead to a better
mastery of the learning material or skills, moving persons under
instruction from rule based training – behaviourism, to maxim
integration – constructivism.