Programed instructional material

1. Programmed
Instructional
Material
Jammu University
2 Year B.Ed.
Paper 202/3
Sem: II
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License.

2. Characteristics of programmed
instruction
Skinerian program is based on operant
conditioning from behaviourist theory of human
behaviour
Crowderian programming or branched
programming is based on theory of human
training
It is a strategy of developing sequences of
developing material in such a way that
maximizes the rate and depth of learning foster
understanding and provide reinforcement to the
learner

3. In this type of strategy the assumptions are
clearly stated which pertain to the level of
reading comprehency of the learner his
command of vocabulary and background of
the subject matter
The instructional objectives underlying the
programme are defined in explicit and
operational terms
Subject matter is presented in logical steps

4. Provide immediate feedback
Individual differences taken care of
Continuous evaluation
Based on psychological principles

5. Basic principles of programming
Principles of small steps
Principle of immediate confirmation
Principle of active response
Self pacing
Student testing

6. Modification of principles by Edward F.O.
Day
Mandatory principles
Objective specification
Empirical testing
Individual tryout
Small group tryout
Field try out
Self pacing

7. Optional principles
Overt responding
Immediate feedback
Small size steps
Sequencing
Type of responses
Error rate
Prompting

8. Definitions
 Edgar Dale: Programmed learning is a systematic
step by step self instructional program aimed to ensure
the learning of stated behaviour.
 G.O.M. Leith: Program is a sequence of small steps
of instructional material called frames most of which
require a response to be made by completing a blank
space in the sentence. To ensure that expected
responses are given, a system of cueing is applied and
each response is verified by the provision of
immediate knowledge of results. Such a sequence is
intended to be worked at the learners’ own pace as
individual self-instruction.

9. Smith and Moore: Programed instruction is
the process of arranging the material to be
learnt into a series of sequential steps.
Usually it moves the student from a familiar
background into a complex and new set of
concepts principles and understanding.
It is a Systematic Step By Step Self
Instructional Programme.

10.  It is a device which presents an exercise or a problem
to a student, inducing him to respond, and revealing to
him whether or not his response is correct.
 It is a method of designing a reproducible sequence of
instructional events to produce a measurable and
consistent effect on the behaviour of each and every
acceptable student.
 Educational programming is the scheduling and
control of student behaviour in the learning process.
 It is a planned sequence of experiences, leading to
proficiency in terms of stimulus response relationship.

11. Styles/ Types of programming
Linear programming
Branching programming
Computer assisted instruction
Mathetics

12. Linear / Extrinsic programming
B. F. Skinner originator
Based on operand conditioning theory
Also called single track program
According to Skinner- a creature human or
bird can be lead to a desired behaviour by
means of a carefully constructed program
consisting of small steps leading logically
through the subject matter leading topic to
topic, provided each step is reinforced by
some kind of favourable experience or
reward.

13. Increment is small
Favorable experiences increase probability of
same response repetition
Process of rewarding the correct responses to
a stimulus increases the general tendency to
give a response
Responses of the learners are controlled by
the programmer therefore called extrinsic
programming

14. Principles of linear programming
Small steps
Active responding
Minimum errors
Knowledge of results

15. Characteristics of linear program
Single track or straight line
Linear material is presented in series of small
steps
Every learner follows same path
Content broken in small units
Sequence of steps remain unchanged
Learner composes his own answer
Learner is expected to response actively

16. Response is immediately reinforced
Self pacing
Moves slowly but steadily from initial to
terminal behaviour
Each unit is called frame
Programmer controls the responses
Learner learns by avoiding errors

17. Merits of linear programming
Immediate knowledge of result acts as
reinforcement
Small frames bring sub goals within reach of
the learner
Repetition strengthens the responses and
ensures learning
Easy nature of program provides successful
experiences to learner

18. Limitations
Dull because of
Subject matter is broken in to small pieces
Responding is mechanical and restrictive
Learning process is slow
Use is limited to only some topics and
subjects
Cramps the imagination of the learner for
creative integrative and judgement learning
Encourages guessing
Does not develops discriminating power

19. Branching or Intrinsic Programming
 Developed by Norman A. Crowder
 Branching or intrinsic programming is the one which
adopts the need of the learners without the medium of
any extrinsic device such as a computer
 It is not controlled extrinsically by the programmer
 Program is based on intuition
 Approach is more practical
 This type of program enjoys multiple response
patterns
 Learner is required to select right answer out of
several responses presented to him

20. Characteristics of a branching program
 A frame may contain 2-3 related ideas or related
sequences
 Each frame is of bigger size as compared to linear
programming
 With a view to answer a question the learner has to
arrive at an answer by setting the relationship between
one idea and the other by filling up the gaps not fully
covered in the frame only then he can select the
correct alternative from the multiple choice.
 Learner moves forward if the responses are correct but
is diverted or branched to one or more remedial
frames if he does not gives correct response

21. Frame explains the matter afresh when the
response is not correct. The frames elicit the
respondent to give right answer and reveals his
previous mistake. Learner then returns to
previous frame
The cycle goes on till the learner passes through
the whole instructional material at his own pace
Branching programming contains multiple
choice of items where the learner selects
responses whereas in linear programming
responses are constructed.

22. Assumptions of branching programing
Learning takes place better if subject matter is
presented in totality
Learning is better if subject matter is
presented in form of meaning full
components or units
Wrong answers do not necessarily hinder the
learning of correct answer
Multiple choice item help more in learning
process

23. Based on the possibility of detecting and
correcting errors
Basic learning takes place during the learners’
exposure to the new material.
Learning takes place better if the learner is
allows to sufficient freedom to take decision
for adopting the instruction to his needs.

24. Merits of Branching/ Intrinsic
Programming
Big size of frame as well as branching
minimizes unnecessary repetitions and
responses thus reducing the amount of
learning time and fatigue
The pitfalls and consequences of erroneous
logic are usually explained in the remedial
frames so that the learner not only gets the
correct response but understands why some
other responses are not correct.
Instead of simple responses it provides
alternatives in the form of multiple choices.

25. Through its broad framework branching
program provides for more freedom to
respond and scope of choosing one’s path of
learning according one’s need. Thus it helps
in maintaining the interest and initiative of the
learner.
Branching programming is helpful in
development of the power of discrimination
of the learner
Helps in development of creativity and
problem solving

26. Limitations of branching/ intrinsic
programming
The multiple choice questions provided in
this programming may lead to guess work on
the part of the learner and he may not
understand the subject matter
The setting of appropriate multiple choice
question is difficult
No branching method can provide infinite
branching to take care of all possible needs of
every student

27. Cost of branching program is high
Not suitable for small children
Needs revision frequently
Difficult to cover entire subject matter
Cannot shape behaviour of the individual
learner

28. Steps in developing programmed
instructional material
Peter Pipe has suggested following steps:
Selection of unit
Appropriate assumption about learners
entering behaviours
Appropriate objectives in behavioural terms
Pre-requisites knowledge and skill in
behavioural terms
Preparing criterion work
Developing specific out-line of content to be
programmed

29. John P. Decceco
Select a unit or topic to be programmed
Prepare a content outline
Defining objectives in behavioural terms
Constructing and administering test of entering
behaviour
Constructing and administering test of terminal
behaviour

30. Practical steps:
Specify goals of learning-objectives in terms
of behavioural outcomes
Devise a strategy of learning which would
lead them from entering behaviour to terminal
behaviour
Series of frame stimulus response frames
Edit frames for accuracy
Empirical tryout
Validation and evaluation