programmed learning types

8/11/2019 programmed learning types

1/20

TYPES OF

PROGRAMMED

LEARNING-by

Twinkle khanna(24)


2/20

Programmed learning

Programmed instruction (PI) refers to

instructional materials developed in

accordance with operant conditioning

principles of learning-- (ODay, Kulhavy, Anderson, & Malczynski,

1971)

Programmed instruction is a teaching techniquethat provides learners with small, discrete

increments of instruction plus immediate

reinforcement for correct responses

(Orlich et. al, 2001)


3/20

Types

Programmed

learning

Linear

programming branching Mathetics


4/20

LINEAR OR EXTRINSIC

PROGRAMS

B.F SKINNER was the originator of this type(1955) and isrelated with theory of OPERANT CONDITIONING

In this, a single track or a straight line program is broken

into a sequence of steps which remain unchanged and ispresented in a series of small steps (frames)

The learner responds actively to each frame andimmediate reinforcement is given

The programmer sitting at a distant place controlsexternally the learners responses and the learnerconstructs the response


5/20

Characteristics of linear

program Simple linear machine design

5% rate of error as Programs minimize errors bycovering the same material in more than oneframe and by prompting student responses.

helpful in the modification of the behavior of thelearner.

It depends on the principle of- small steps, activeresponding, minimum errors, self pacing and

knowledge of results. The students move to the next frame where they

receive a response/feedback on the accuracy oftheir answer


6/20

Contents are very small, i.e. simple statements plus aquestion or direct questions

Answers are usually filling in the blanks

Structural, active and controlled responses Immediate feedback and is in the form of the correct answer

Best suited in certain subject areas

Effectively used for-small children, slow learners, difficultmaterial and remedial teaching and to inculcate the self-study

skill Useful to gain mastery in the subject area by attaining small

steps


7/20

Frames of linear programs


8/20

Limitations of linear programs

Lack of motivation

No freedom of choice

Encourages guess work

Difficulty in finding a background

No specified role of a teacher


9/20

BRANCH OR INTRINSIC

PROGRAMS

Branching or Intrinsic programming is one

which adapts the need of the students without

a medium of an extrinsic device such as a

computer

- NORMAN CROWDER


10/20

DIAGRAMMATIC

PRESENTATION


11/20

CHARACTERISTICS OF BRANCHED

PROGRAMS

Frame is relatively bigger in size compared to linear programming,

It contains two or three related ideas or related sequences,

learner has to arrive at the answer by setting the relationshipbetween one idea and the other and by filling up the gaps not fullycovered in the frame,

It contains multiple choice items where the learner selects theresponse

It is applicable where the information of broader concepts is to begiven

Rate of error varies according to the program which is usually 20%,

It employs three principles: principles of exposition, diagnosis andremediation

Students learn better if the whole content is exposed, studentserrors help in diagnosis and doesnt necessarily hinder learning,students learn better if the remediation is provided side by side.


12/20

BASIC ASSUMPTIONS

Learner learns better if its presented in totality or in the formof meaningful components or units

Basic learning takes place during students exposure to thenew material

Basic learning takes place during the students exposure to

the new material Wrong responses do not hinder the learning of a correct

response

Learning takes place better if a learner is allowed sufficientfreedom to take decisions for adapting the instruction to his

needs Learning will be better if each response is used to test the

success of latest communication to the student and testing isfollowed by remedial instructions

Multiple-choice items help more in learning process than the

forced choice single response items.


13/20

Procedure For Branching

Programs

Instructional material divided into units called FRAMES. Muchinformation, one or two paragraphs or even page is provided in aframe . Thus, such, a frame is quite larger than that employed in linearprogramming

The learner goes through the frame. After that he is required torespond to multiple choice questions associated with the learningmaterial of the frame. He has to discriminate and choose one rightanswer

He moves forward if he answers correctly , but is diverted(branched)to one or more remedial frames if he does not. These frames explain

the matter afresh , ask him questions to elicit the right answer andreveal his previous mistakes and return him to the original frame

The cycle goes on till the learner passes through the wholeinstructional material at his own place.


14/20

MATHETICS

Thomas.P.Gilbert is the originator

it is the systematic application of

reinforcement theory to the analysis and

construction of complex behavior repertoriesusually known as subject-matter mastery,

knowledge and skills.

Mathetics if applied diligently producesmaterial that exceeds the efficiency of lessons

produced by any known method.


15/20

It involves task analysis which may be statedas---description of the task which the learnerhas to learn, isolation of the required behavior,identification of the conditions under which thebehavior occurs and determination andgeneralization of a criterion of acceptableperformance.

It involves three principles: Principle of chain,discrimination and generalizations

Learning packages are developed in smallsteps.


16/20

It is divided in the main framesdemonstration,teaching and testing

This can be seen in the example below

1. Example: Program- To find the square of 26

2. Demonstration frame 1.Multiply the first digit 2 by thenext higher consecutive number. 2. Write 76 to theright of the result 3. The square of 26 is 676.

3. Program - To find the square of 21

4. Teaching frame 1.multiply 2 by 2. 2. Write 41 to theright of 4. 3. The square of 21 is 441.

5. Testing frame Program- what is the square of 25? --------


17/20

Linear v/s branching

programsBasis Linear programming Branching programming

1. propagator B.F SKINNER NORMAN A CROWDER

2.Background

concept

Operant conditioning Eclectic

3.Size of steps Small, 15-25 words Larger one or two

paragraph

4.Number of steps large Small

5. Purpose of

response

Fixing of learning Measure of learning

6. Error rate Less than 5 % 20 % general

7.reinforcement Correctness of the

responsesNo remedy in case of

Remedial action follows

incorrect response


18/20

Advantages of programmed

learning

Individualized Instruction

Logical Sequence of material (Small Steps)

Interaction between the learner and the program

Immediate Knowledge of results

Organized nature of Knowledge

Learners Own Speed (Self Pacing) Constant Evaluation


19/20

Disadvantages of programmed

learning

Not a Test

Not an Audio Visual Aid

No Chances for Real Objects There is no equality (gifted will learn soon when compare to

slow learners)

There is no Love and concern

There are less auditory communication in PLM

Personal values of the students can not be evaluated


20/20

references

S.K MANGAL , UMA MANGAL ;Essentials ofEducation Technology , Delhi :PHI learning PvtLimited ,2009

SKINNER, B.F.; Technology Of Teaching , New

York: Appleton Century Crofts,1955 SKINNER, B.F.; Programmed instruction

revisited The Phi Delta Kappan, Vol. 68, No. 2(Oct., 1986), pp. 103-110

FATHIMA, SHAIKH; Thinking of ProgrammedInstructional Design: Need of Todays LearnerInternational Journal of Modern EngineeringResearch (IJMER) Vol.3, Issue.2, March-April.2013 pp-1056-1060

programmed learning types

Documents

Transcript of programmed learning types