Programmed Instruction

1. 1. PROGRAMMED INSTRUCTION maheswarijaikumar2103@gmail.com

2. 2. PI ON LINE
3. 3. DEFINITION • "A Programmed Instruction is a method of self instruction that enlists
machines or specially prepared books to teach information". CHRIS JORDAN
4. 4. PURPOSE • To manage human learning under controlled conditions. • To promote
learning at the pace of the learner.
5. 5. • To present the material in small pieces. • To provide quicker response
6. 6. CHARACTERISTICS • The subject matter is broken down in to small steps called
FRAMES and arranged sequentially. • Frequent response of the student is required.
7. 7. • There is an immediate confirmation of the right answer or correction of wrong
answers given by the learners (SELF CORRECTING FEATURE).
8. 8. • The content and the sequence of the frames are subjected to actual try out by students
and are revised on the basis of data gathered by the programmer (DIAGNOSTIC
FEATURE)
9. 9. • Each student progressess at his own pace without any threat of being exposed to any
humiliation in a heterogeneous class. • The assumption about the learner is clearly stated
in the programmed learning materials.
10. 10. • The objectives underlying programming instructions are defined explicitly and in
operational terms so that the terminal behaviour is made observable and measurable.
11. 11. • The interaction between the learner and the programme is emphasized in
programmed learning. • Continuous evaluation is possible by recording the student's
response.
12. 12. • The strategy provides sufficient situations for teaching the students to discriminate
between a range of possibilities and reduce generalizations.
13. 13. TYPES 1. LINEAR PROGRAMMING. 2. BRANCHING or INTRINSIC STYLE
PROGRAMMING. 3. COMPUTER ASSISTED INSTRUCTION
14. 14. TYPES OF PI
15. 15. LINEAR PROGRAMMING
16. 16. LINEAR PROGRAMMING (LP) • In LP the learner's responses are controlled
externally by the programmer sitting at a distant place. • A linear programme is called
"straight line programme".
17. 17. • The learner starts from initial behaviour to the terminal behaviour following a
straight line. • The student proceeds from one frame to the next until he completes the
programme.
18. 18. CHARACTERISTICS OF LP • LP are exposed to a small amount of information and
proceed from one frame or one item of information to the next in an orderly fashion.
19. 19. • The learners respond overtly so their correct responses can be rewarded and
incorrect responses can be corrected. • The learners are immediately informed about
weather or not their response is correct (feedback).
20. 20. • The learners proceed at their own pace (self pacing).
21. 21. SCOPE OF LP • ELEMENTARY EDUCATION : Generally there are single teacher
in certain schools and are required to teach all the subjects. LP will help teachers in such
situations.
22. 22. SECONDARY EDUCATION • In secondary education diversity if interest and
curriculum neccessitates this method.
23. 23. CORRESPONDENCE EDUCATION : FOR HIGH SCHOOL STUDENTS : Self
instruction could be made possible if the correspondence lessons are programmed.
24. 24. FOR SCHOOL TEACHERS • When a new course is being introduced, Programmed
instruction will equip them with content and new mehtods of teaching.
25. 25. UNIVERSITY EDUCATION • Standards of higher education can be maintained. •
Can be applied for health oriented courses (Health Care Professional Education)
26. 26. PRINCIPLES OF LP
27. 27. PRINCIPLE OF SMALL STEP • A learner can proceed from knowing very little
about a subject to mastry over the subject by going through a programme.
28. 28. PINCIPLE OF CONFORMATION • In this kind of reinforcement to work on the
programme or to learn, a learner need not wait for a long time to proceed to the next
level.
29. 29. PRINCIPLE OF SELF PACING • The learner can work each step as slowly or as
quickly as he chooses.
30. 30. STUDENT TESTING & EVALUATION • LP provides a detailed record of the
student and is the basis for revising the programme.
31. 31. TYPES OF LP
32. 32. CONSTRUCT RESPONSE • This is a Skinnerian type of learning process. • The
learner has to construct responses while going through such formats of programme text.
33. 33. MULTIPLE CHOICE QUESTIONS • Sydney L. Pressy selected a response on each
frame and is presented in the discrimination frame sequence type of programme.
34. 34. CONVENTIONAL CHAINING • John Barlow designed this type. • Here each frame
is connected to the second frame which becomes a part of the stimulus of the third and so
on down the line.
35. 35. SKIP LINEAR • Uses skipping device for solving problems of review and over
review where a bright student may skip the simple programme.
36. 36. CRITERION FRAMES • This is used to direct the learner along the linear path
according to their responses at those critical situations. • The creation frames decide
whether the student should go through a particular sequence or not.
37. 37. RULEG SYSTEM • The contents are organized in terms of rules first and then the
examples. • The rule is given a complete form and the examples are in an incomplete
form. • A learner has to construct responses to complete the example.
38. 38. EGRULE SYSTEM • This is opposite to the ruleg system. • The contents are
organized in terms of examples and then the rules. • The examples are given in complete
form and the rules in incomplete form.
39. 39. INTRINSIC STYLE PROGRAMMING
40. 40. BRANCHING / INTRINSIC TYPE • NORMAN COWDER ( a contemporary of B.F
Skinner) developed this model. • His model focuses problem solving from
COMMUNICATION POINT OF VIEW.
41. 41. PRINCIPLES OF BRANCHING PROGRAMME • PRINCIPLE OF EXPOSITION. •
PRINCIPLE OF DIAGNOSIS. • PRINCIPLE OF REMEDIATION.
42. 42. PRINCIPLE OF EXPOSITION • The whole concept is presented to the students so
that he can learn the complete information better which is provided in the home page. • It
serves two purposes : TEACHING & DIAGNOSIS.
43. 43. PRINCIPLE OF DIAGNOSIS • Here the weakness of the learner is identified after
exposition and it is assessed whether the learner could learn what the causes are. • And
then it is modified.
44. 44. PRINCIPLE OF REMEDIATION • If a learner chooses the wrong alternative, the
learner has to move to a wrong page where a remedial instruction is provided. • And the
student is directed to return to the home page and he / she is asked to choose the right
answer.
45. 45. STRUCTURE OF BRANCHING PROGRAMME • The programme text is called
SCRAMBLED TEXT. • This consists of two types of pages : 1. HOME PAGE. 2.
WRONG PAGE.
46. 46. HOME PAGE • This page consists of content or concept and followed by multuple
choice questions which involve four aspects : 1. TEACHING (The learner goes through
the instructions to comprehend the concept or information).
47. 47. • 2. RESPONSE (At the end of instruction, multiple choice is given to the learner to
choose the correct response, which the learner has to discriminate. The response is
intrinsic).
48. 48. • 3. DIAGNOSIS (If the learner chooses the wrong response, he has to move to the
wrong page. If he chooses the right response, he moves to the next home page, where the
next unit is presented.)
49. 49. • 4. REINFORCEMENT : The response is reinforced by confirming it at the begening
of the home page, hence the learner is encouraged through verbal approval or praise.
50. 50. WRONG PAGE • Wrong page or remedial frame involves : 1. Repeating student
response. 2. Negative confirmation. 3. Reason as to why he is wrong. Cont....
51. 51. Cont.... 4. Further explanation in a single language. 5. Direction as to where the
learner should go next.
52. 52. TECHNIQUE OF BRANCHING PROGRAMME • There are two tenchniques : 1.
BACKWARD BRANCHING. 2. FORWARD BRANCHING.
53. 53. BACKWARD BRANCHING • If the learner makes an error, he has to take to the
remedial frame where; • He is given some more help in understanding the concept and
solving the problem.
54. 54. • He is then directed to the original frame number one. • So the learner goes through
the same frame twice, once before the remedial material is refered by him.
55. 55. FORWARD BRANCHING • When the learner gives a correct or wrong response, he
goes to the next or new page. • If he makes a wrong choice, he is directed to the remedial
frame where his mistakes are fully explained.
56. 56. • This is followed by another parallel question from which he goes to the next frame
in the main stream.
57. 57. COMPUTER ASSISTED INSTRUCTION
58. 58. COMPUTER ASSISTED INSTRUCTION (CIA) • CIA consists of individual
learning booths, each with a console. • It has a television screen for displaying
information.
59. 59. • A complete package of information is stored in the system and is presented
sequentially.
60. 60. • The learner may question the computer and feed the answer into it. • It helps
determine subsequent activities in the learning situations.
61. 61. DEVELOPMENT OF A PROGRAMMED INSTRUCTION
62. 62. DEVELOPMENT OF A PI PHASES OF DEVELOPMENT OF PI I PHASE II
PHASE III PHASE Preparatory phase Writing phase Validation phase
63. 63. PREPARATORY PHASE 1. Involves viewing the programme on any topic. 2.
Deciding to prepare a programme. 3. Selecting a topic.
64. 64. 4. Preparing a content outline. 5. Specification of objectives in behavioural forms. 6.
Specifications (Assumptions about learner). 7. Entering behaviour (Pre requisite skill).
65. 65. 8. Preparation of pre test. 9. Terminal behaviour. Expected performance of the learner
at the end of a course. 10. Preparation of post test i.e. preferably criterion test.
66. 66. WRITING PHASE • Involves the following activities: 1. PRESENTATION OF
MATERIALS IN FRAMES. 2. REQUIRES AN ACTIVE STUDENT
PARTICIPATION.
67. 67. 3. PROVE ANSWERS FOR CONFIRMATION OR CORRECTION OF STUDENT
RESPONSE. 4. USE PROMPTS TO GUIDE STUDENT RESPONSE. 5. PROVIDE
CAREFUL SEQUENCING OF FRAMES.
68. 68. PRESENTING THE MATERIALS IN FRAMES • A frame is a small segment of
information that calls for particular student response. • The task of a programmer is to
provide the stimulus necessary to evoke student response.
69. 69. • The acquisition of these responses is a step towards terminal behaviour. • Be sure
that each frame presents a relatively small segment of material.
70. 70. • The programmer should present only enough material to elicit a single response
71. 71. ACTIVE STUDENT RESPONSE • In every frame the response of the student is
elicited. • The responses in programmed material should be overt or covert.
72. 72. • Student who make overt responses should write down their answers on sheets of
paper. • Student who make covert responses should mentally compose their own
responses to each blank in the frame before turning the page to the correct
73. 73. CONFIRMATION / CORRECTION • Providing the correct response with which
students can compare their own responses is a standard characteristic of programmed
instruction.
74. 74. • Students come to know their responses are correct or incorrect.
75. 75. USING PROMPTS • Prompts are provided in the programme frame to guide the
student to the correct response.
76. 76. • Prompts are supplementary stimuli; they are added to a frame to make the frame
easier but are not sufficient in themselves to produce the responses.
77. 77. SEQUENCING OF THE FRAME • Sequencing depends on: 1. The description and
analysis of the behaviours the programme intends to teach. 2. The conditions necessary
for the learning required by the various tasks.
78. 78. • All the basic learning conditions - discrimination, generalization, contiguity,
practice and reinforcement can be embodied in the frame sequence. • Frame sequence can
also provide for review and testing whenever these are necessary.
79. 79. VALIDATION PHASE • Involves : 1. Try out and revision. 2. Individual tryout. 3.
Small group try out.
80. 80. 4. Master validation. 5. Editing, reviewing, revising and modifying the programme
for final preparation based on fruits of tryout.
81. 81. ADVANTAGES • Programmed Instructions are more successful in critical sagacity
(discernment) of the logic or various subjects and inspiring students' creative thinking
and judgement.
82. 82. • Good teachers are freed from the humdrum of routine classroom activity and they
are in a position to devote their time to more creative activities.
83. 83. • The use of programed instruction has potentials to improve the quality of education
in general. • It helps a teacher to diagose the problems of the individual learner.
84. 84. • The use of programmed learning has brought a revolution in the social setting of the
classroom. • Many emotional and social problems have been eliminated and problem of
discipline have been solved automatically.
85. 85. • Programmed instruction is a great thrust in the direction of individualized
instruction. • A well organized programmed instructional device is tailored to cater to the
needs of individual students of the class.
86. 86. • By presenting the learning material in a small segments of information (frames), it
makes learning an interesting game in which the learner is challenged by his own
capabilities.
87. 87. DISADVANTAGES • Programmed instruction does not eliminate competition of
grades as often claimed.
88. 88. • Mere manipulation of the machine is not rewarding. Once novelty wears off, or if
too many errors appear, the students loose interest and motivation. • Later reinforcements
often do not acclelarate learning.
89. 89. • Programmed instruction restricts the learner's freedom of choice resulting in
cramping of his imagination and initiative.
90. 90. • Operant conditioning is found sucessful only with some students in some cases and
not in all. • PI ignore or make inadequate provisions for variables like cognitive,
personality and motivational variables.