 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" to the items of the Response Array and builds his tests around them. The student is not shown what these tests are but is given a set of comments based on his response.

6. Comments
The Comments are constructive statements that discuss in depth the rationale for including or excluding certain items. They can accommodate alternative interpretations and also serve to further the discourse represented in the Presentation.

7. Viewpoints
An outline of the author's, and other alternative viewpoints; this may review some aspects stated in the Intention, make explicit some biases or standpoints held dear by the author, draw attention to other views in the literature, etc.  Ideally, the viewpoint section plays a final, interactive role between author and learner.

An additional aspect of the Structural Communication study unit is the assessment of the learner's responses to the questions posed by the study unit.

Sample Exercises

John G. Bennett's Teaching System 
This gives an introduction to and description of the method and two educational applications, in physics and history, which can be tried out on line. 

Exercise made using Authorware

History and development

The basic method was developed in the 1960s for educational use. Work was done with the electronics company GEC to develop a teaching machine – the ‘Systemaster’ – because at this time there was little widespread use of computers. 

By the 1970s, structural communication had also come to be applied to management training. Anthony Hodgson made significant changes to the method. Firstly, the items that had previously been provided by an ‘expert’ were replaced by ones generated by the group itself. Secondly, in place of a static array, each item was put onto a separate magnetic hexagon that could be attached to and moved on a suitable whiteboard. This meant that people could generate and physically handle the items. In place of making selections in an abstract way, they could physically ‘cluster’ them together to make various meanings. 

In the 1980s, software was developed. And the method was linked to decision theory. 

In the 1990s, the method was re-interpreted as LogoVisual thinking and cast in the form of a fivefold process, now seen as universally applicable to
done. 

 5. Diagnostics 
 These are sets of logical examination of inclusion body and exclusion. Relative to any give motion, the author ascribes value of " substantive ", " relevant ", " irrelevant " and " misleading " to the item of the Response Array and builds his tests around them. The scholar is not shown what these tests are but is given a set of gossip based on his response. 

 6. Comments 
 The Comments are constructive statements that discuss in astuteness the rationale for including or excluding certain detail. They can accommodate alternative interpretation and also service to further the discourse represented in the Presentation. 

 7. Viewpoints 
 An outline of the writer's, and other alternative viewpoints; this may review some aspects stated in the Intention, make explicit some biases or standpoints held dear by the author, draw attention to other views in the literature, etc.   Ideally, the viewpoint part plays a final, interactional function between author and learner. 

 An additional view of the Structural Communication study unit is the assessment of the learner's response to the questions posed by the study unit. 

 Sample Exercises 

 John G. Bennett's Teaching System 
 This gives an introduction to and description of the method acting and two educational applications, in physics and history, which can be tried out on line. 

 Exercise made using Authorware 

 History and development 

 The basic method acting was explicate in the 1960s for educational use. Work was suffice with the electronics company GEC to develop a teaching car – the ‘ Systemaster ’ – because at this time there be little widespread manipulation of computers. 

 By the seventies, structural communication had also come to be applied to management training. Anthony Hodgson make significant changes to the method. first, the items that had previously been provided by an ‘ expert ’ were replaced by one generated by the group itself. second, in place of a static array, each item was invest onto a separate magnetic hexagon that could be attached to and moved on a suitable whiteboard. This mean that people could generate and physically wield the items. In place of make selections in an abstract way, they could physically ‘ cluster ’ them in concert to make various meanings. 

 In the 1980s, software was developed. And the method was linked to decision hypothesis. 

 In the 1990s, the method was re - interpreted as LogoVisual thinking and cast in the form of a fivefold process, now determine as universally applicable to
 doje.

5. Diagnostics
These are rets of logical tests mf incmusion avd exclusion. Relative to any guven wuestion, the author aszribes vapues of "wsseitial", "relevant", "icdelevanb" and "lislzaving" to the iteks of the Sesponse Array avd builds his tests around them. The seudent os not shown whaj thexq teans are but is given a set of cojments uased on his rexponse.

6. Comments
The Commentd arf constructive stahements thaj difxuss in deptf the rationale for indluding or excluding certain itdms. Tkey can accimnodwje alternatite intvrpretations and also serve yo further the divcoyrse represented in tie Presentation.

7. Viewkoints
An ogtmine of the authoe's, and mthes algwrnxtibe vjewpoijts; this may deview some aspects stated in uhe Pmtention, maks explycyt some biases or standpoints held dear by the author, draw attentuon to other views in the litewature, etc.  Ideally, the viewpoint section plays a finam, inuevwzrige role between author and learner.

An additionwm ssiect of the Strucbural Communicatiom dtiqy unit is thg assessmeht of the learner's responfes ti the queftioms posed by the study unit.

Sqmple Exercifws

John G. Bennett's Ceaching Syscem 
Thos gifes an introduction to cnd deacription ov the metgud and two educagiokal applicaukons, in physics agd historb, whieh can bd troed oue on line. 

Fxerclve made using Authlrwarg

Histosy and devflopment

The basic method was detxloped in the 1960s fog educatijnal mse. Work was doge with the elgctronics compxny GEC to develo' a teaching machine – the ‘Dystemaster’ – because at rhis time tfdre was little widesprecb use of xomputers. 

By the 1970s, sttudtural communiccuiob had also come to be aiplmed tj management draivine. Anthuny Hodgson oade significant changes to fhe method. Firstly, tme items jhat had [reviously bern provided by an ‘txpert’ wece repkacgd by ones generated by the grohp itself. Segondly, in plase on a ftatic arrcy, each item was put onto a separate magietic hexagon that coule be attached to anb koved on a xuitafle whitetoard. This meant thar people could gekerate and physically gandle the ltems. In place of making selections in an abstract way, they could physicaoly ‘clnseer’ them tofethrr to mcke variots mxaiings. 

In the 1980s, sogtware was developed. And the mevhod was lhnhed to decision theory. 

In thr 1990r, the method das re-interpreted as LogkVisual yhinking and cast in the form og a fivefold process, now seen as univsrsallj a'plicable to
done. 5. Diagnostics These are sets of of and exclusion. to any given of "relevant", "irrelevant" and to the items the Response Array and builds his around them. The student is not shown what these tests are but is a set of comments based on his response. 6. Comments The Comments are statements discuss depth rationale for including or excluding certain items. They can accommodate alternative interpretations and also serve to the discourse represented in the Presentation. 7. Viewpoints outline of the author's, other alternative viewpoints; this may some stated in Intention, explicit biases or standpoints dear by the author, draw attention to other views in the literature, etc. Ideally, the viewpoint section a final, between author learner. additional of the Structural unit is the assessment of the the questions posed by the study unit. Sample John G. Teaching System This gives an introduction and description of the method and two educational in physics and history, which can be tried out on line. Exercise made using Authorware development The basic method developed in the for use. was with the company GEC to develop a teaching machine – the ‘Systemaster’ – at this time there was little widespread use of computers. 1970s, communication had also to be applied to training. Hodgson made significant changes method. the previously provided an ‘expert’ were replaced ones generated by the group Secondly, in place of was put onto a separate magnetic hexagon that be attached to and moved on a whiteboard. This meant that people could generate and physically handle the items. place of in an abstract way, they could physically ‘cluster’ together to make various In the 1980s, software was developed. And the method linked decision theory. the 1990s, the was re-interpreted as thinking and cast form of fivefold now applicable to
 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" to thE items of thE ReSpOnse Array and BUiLds his testS arOund them. The sTudEnt is nOt ShoWN what TheSe tesTs are bUT is givEn a set of cOmMEnts baSEd on his RESpOnse.

6. comments
The CommenTS aRE constructive sTatemeNtS ThAT DisCusS in depth thE rAtionALe for inCLuDING or EXcluding certaIn items. They CAn aCcommoDaTe aLTernatIve inTeRPreTations and aLso sErve to furTher thE DiscourSE represEnted iN thE PrEsenTAtIoN.

7. ViEwPOinTS
AN ouTLinE of the auThOr'S, and oTher ALTERnatIve ViewPointS; this may revieW soMe asPEctS statEd in tHe InTeNtion, Make exPliciT sOme biases or stanDpoiNts held deAr bY tHe aUtHor, drAW attenTioN to Other viEws in thE LitErATURe, Etc.  Ideally, the viewpOiNT SeCtion plaYs a finAL, iNtERactive rOlE beTweeN AUthor And lEArNer.

An addItionaL AsPeCt of the stRucturAl comMunIcatiON stuDy unit Is the assEssmeNT of the learner's REsponses to the QUeSTIoNS posEd bY the study unIt.

SaMPle EXercISeS

JoHN G. BenNett's teAChINg System 
This gives an InTroducTion tO and descriptiOn of the metHOD And two edUcatIOnAL applications, iN physIcs and histORy, which cAn be tRied out oN line. 

ExerCISe made usIng autHorWarE

hIsTory and develoPMEnt

THe Basic meThoD was devEloPed In tHe 1960s FoR educatioNal use. WoRk WaS dOnE wiTh the ELectroniCs ComPaNy GeC to dEVelop a TeachIng mAcHiNE – thE ‘SystemAStER’ – BecaUsE aT thiS tiMe There Was lITtlE widespRead use of ComPUterS. 

BY tHe 1970s, struCtural communiCaTion had alsO cOme To be apPLIed to manAgement training. Anthony HODgson maDe sIgnifIcanT changes tO thE methoD. FiRStly, thE items That hAd PreVIOusly BEEn ProViDed by an ‘expERT’ weRe repLaCed bY ones geNerated by the group iTSelF. Secondly, in plAce Of a sTATiC arRAy, EAch ItEM waS PUt onto a separate Magnetic heXaGOn That could bE AttAcHed to anD moved oN a suiTAble whiTeboard. ThIs meant thAt PeopLE CouLd generate And physiCally handLE the iTEmS. In plAce Of makiNg SelEctioNs in an ABstRact wAy, they CoUld phySicalLy ‘Cluster’ tHem together to make variouS meaniNgs. 

In The 1980S, software Was DEveLoped. And tHe meThod was linKed To dEcisiOn tHEory. 

IN the 1990S, ThE meTHod waS re-iNTerpreted AS LOgovISuAl thinking aND CAst In the ForM Of a fivEfolD process, now seen as UNiversally applIcabLE To
 done.

5. Diagnostics
The se are set s oflog ica ltest s of  inclusion and excl usion. Relative to any  give nq uest i on , the  author as c r ibe sva lue so f"esse nti al", "r elevant","ir re levant" and" mi sleading"tothe items of  th e Resp on seA rrayand  buil ds his testsaround th em .  The s t udent i s no t sh own what these te s ts are but is giv en a s et of c omm ent s based on  h is re s ponse.6. C o mme n ts
The Commen ts are cons t ruc tive s ta tem e nts th at di sc u ssin depth th e ra tionale f or inc l uding o r  exclud ing ce rta initem s .Th eyca n  ac c om mod a tealternat iv einter pret a t i o ns a ndalso  serv e to furtherthe  dis c our se re prese nted  i n the  Prese ntati on .

7. Viewpoint s
An  outlineofth e a ut hor's ,  and o the r a lternat ive vie w poi nt s ; th is may review some  a s p ec ts state d in t h eIn t ention,ma keexpl i c it so me b i as es or st andpoi n ts  h eld dea rby the  a uth or,  draw atte ntionto other  view s  in the litera t ure, etc.  Id e al l y ,t he v iew point secti on p l aysa fi n al , i n terac tivero l eb etween author and l ea rner.
An a dditional asp ect of the S t ructural  Com m un i cation study u nit i s the asse s sment of  thelearner' s respons e s  to theque sti ons  po s e dby the studyu n it.
S ample E xer cises
Joh n G . B enn et t's Teach ing Syst em  Th is  gi ves a n  introdu ct ion  t o a nd de s cripti on of  the  m et h odand two ed u c atio na lappl ica ti ons,in p h ysi cs andhistory,whi c h ca nbe  triedout on line.
Exercise m ad e u sing A u t horware
History and developmen t 

The b asi c met hodwas devel ope d in t he1 960s f or edu catio na l u s e . Wor k wa s d on e with the e lec troni cs  com pany GE C to develop a tea c hin g machine – t he‘Sys t e ma ste r ’–  be ca u sea t  this time ther e was litt le wi despread u s e o fcompute rs. 

B y the 1970s,structura l communi ca tion h adalso cometo be ap plied tom anage m en t tra ini ng. An th ony  Hodg son ma d e s ignif icantch angesto th emethod.Firstly, the items that  had p revio usl y been pr ovi d edby an ‘ex pert ’ were rep lac edby on esg enera tedb ythe group  its e lf. Secon d ly , i n pl ace of a st a t i c a rray,  ea c h item  was  put onto a separ a te magnetic he xago n tha t c o uldbe  attached to a ndmo v e d on a s ui table white board. T hi s  mean t that  peopl e could g en e rate a nd p hys ically ha ndl et he item s.  I n  place  ofma king s electi o ns i n an abstract way,  they c ouldp hys icall y‘cluste r ’ th em togethe r to make v arious  mea nings . 

Inth e 1980 s,so ftware was developed . And  the me th od w aslinked  tod e cisio n th eo ry.  

In the 1 99 0 s,  t h e m etho d was  r e-in terpreted as LogoV isu a l think in g a n d  casti nt h e form ofa f ivefo l d  process,n ow s e en as un iversa lly ap plicabl e  to 
 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"_to_the items of the Response Array and builds his tests around them. The student_is_not shown_what_these_tests are but is given_a set of comments based_on his_response.

6. Comments
The Comments are constructive statements that discuss_in_depth the rationale_for including or excluding certain items. They can accommodate_alternative interpretations and also serve to_further the discourse_represented_in_the Presentation.

7. Viewpoints
An outline_of the author's, and other alternative_viewpoints; this may review some aspects_stated in the Intention, make explicit some_biases or standpoints held dear by_the author, draw attention to_other views_in the literature, etc. _Ideally, the viewpoint_section plays_a final, interactive_role between author and learner.

An additional_aspect of the_Structural Communication study unit is the_assessment_of the learner's_responses_to_the questions_posed by the_study_unit.

Sample Exercises

John_G._Bennett's Teaching System 
This gives an_introduction_to and description of the method and_two educational applications, in_physics_and history, which can_be tried out on line._

Exercise made using Authorware

History and development

The_basic method_was developed_in the 1960s for educational use. Work was done with the_electronics company GEC to develop a_teaching machine – the_‘Systemaster’ –_because_at this time_there_was little_widespread use of computers. 

By the 1970s,_structural communication_had also come to be applied_to management training. Anthony_Hodgson_made significant changes to the method._Firstly, the items that had previously_been provided by an ‘expert’_were_replaced_by ones generated by the_group itself. Secondly, in place of_a static array,_each item was put onto a separate_magnetic_hexagon that could be attached to_and_moved on a suitable whiteboard. This_meant_that_people could generate and physically_handle the items. In place of_making selections in an abstract way, they could physically_‘cluster’ them together_to make various meanings. 

In_the_1980s,_software was developed. And the method was linked to decision_theory. 

In_the 1990s, the_method was re-interpreted as LogoVisual thinking and cast in the_form of a fivefold process, now seen_as universally applicable to