Programmed learning, Origin of Programmed learning, Principles of Programmed learning, Types of programming, Linear programming, branched programming, Limitations of linear programming, Intrinsic styles of programming, Features of branched programming, limitations of branched programming, Developing a programmed learning material, Advantages of using Programmed learning techniques, Difference between learner and branching programming styles
in this slide you will get easy and perfect idea about what is linear programming learning. This slide deliver you a perfect and exam oriented information our aim is to give you knowledge and provide and help you to get good knowledge with percentage.
From : Prakash S Chauhan
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key figures in the early development of programmed instruction like Socrates and Pressey and defines programmed instruction according to various experts. The document also outlines 11 characteristics of programmed instruction and 5 principles of programmed learning, including using small steps, active responding, immediate feedback, self-pacing, and student testing. Finally, it discusses different styles of programming like linear and branching formats.
This document discusses programmed learning and its key principles. It defines programmed learning as arranging learning material into sequential steps from easy to difficult. The principles of programmed learning include presenting material in small steps, requiring active learner responses, providing immediate feedback, allowing self-pacing, and self-evaluation. It describes B.F. Skinner's linear and Norman Crowder's branching methods of programmed instruction and their features and limitations.
The document discusses the system approach in education. It defines a system as a set of interconnected elements that work together to achieve a specific goal. A system approach involves analyzing the inputs, processes, and outputs of an educational system. It aims to coordinate all aspects of education, such as the curriculum, facilities, teachers, and students, toward achieving learning objectives. The system approach is seen as a way to improve and manage the quality, effectiveness, and efficiency of education.
Mathetics is a type of programmed instruction developed by Thomas Gilbert that applies principles of reinforcement theory to analyze and construct complex behaviors and skills. It involves breaking tasks down into constituent behavioral elements through task analysis.
In mathetics, learning takes place through a series of exercises where learners build skills sequentially through principles of discrimination, chaining, and generalization. Each exercise reinforces learning upon completion of the task.
While mathetics is effective for teaching concrete skills through backward chaining, it also has limitations in individualizing for learners and addressing higher-order thinking.
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
Probing by questioning is one of the teaching skill that can enables the teacher to face the situation after asking the question in the classroom. The teacher who masters this skill can lead the students to correct response, if they give incorrect or partially correct response. Moreover the teacher can check the understanding of the students in terms of the answers given by them, he can involve more and more students in classroom interaction and can can make the students think logically and critically.
in this slide you will get easy and perfect idea about what is linear programming learning. This slide deliver you a perfect and exam oriented information our aim is to give you knowledge and provide and help you to get good knowledge with percentage.
From : Prakash S Chauhan
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key figures in the early development of programmed instruction like Socrates and Pressey and defines programmed instruction according to various experts. The document also outlines 11 characteristics of programmed instruction and 5 principles of programmed learning, including using small steps, active responding, immediate feedback, self-pacing, and student testing. Finally, it discusses different styles of programming like linear and branching formats.
This document discusses programmed learning and its key principles. It defines programmed learning as arranging learning material into sequential steps from easy to difficult. The principles of programmed learning include presenting material in small steps, requiring active learner responses, providing immediate feedback, allowing self-pacing, and self-evaluation. It describes B.F. Skinner's linear and Norman Crowder's branching methods of programmed instruction and their features and limitations.
The document discusses the system approach in education. It defines a system as a set of interconnected elements that work together to achieve a specific goal. A system approach involves analyzing the inputs, processes, and outputs of an educational system. It aims to coordinate all aspects of education, such as the curriculum, facilities, teachers, and students, toward achieving learning objectives. The system approach is seen as a way to improve and manage the quality, effectiveness, and efficiency of education.
Mathetics is a type of programmed instruction developed by Thomas Gilbert that applies principles of reinforcement theory to analyze and construct complex behaviors and skills. It involves breaking tasks down into constituent behavioral elements through task analysis.
In mathetics, learning takes place through a series of exercises where learners build skills sequentially through principles of discrimination, chaining, and generalization. Each exercise reinforces learning upon completion of the task.
While mathetics is effective for teaching concrete skills through backward chaining, it also has limitations in individualizing for learners and addressing higher-order thinking.
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
Probing by questioning is one of the teaching skill that can enables the teacher to face the situation after asking the question in the classroom. The teacher who masters this skill can lead the students to correct response, if they give incorrect or partially correct response. Moreover the teacher can check the understanding of the students in terms of the answers given by them, he can involve more and more students in classroom interaction and can can make the students think logically and critically.
This document outlines the steps in a Herbartian lesson plan approach. It describes the key components of a lesson plan, including preparation, presentation of new material, comparison of new ideas to past knowledge, generalizing concepts, applying knowledge, and recapitulating to assess learning. The document also notes that daily lesson plans guide instruction and vary based on factors like the teacher's preferences, subject area, and student needs.
It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.
1. Educational technology refers to the use of technology to facilitate and improve the learning process, including instructional theory, learning theory, and utilizing technological resources and processes.
2. There are two meanings of educational technology - technology in education, which refers to using equipment like audiovisual aids, computers, and electronic devices to enhance education, and technology of education, which characterizes effective teaching methods based on learner needs.
3. Educational technology has the objectives of individualizing instruction, improving education quality, addressing issues of scale, and enabling lifelong learning through principles like active and collaborative learning, feedback, and respecting diverse talents.
This document discusses educational technology, including its definitions, objectives, and forms. Educational technology is defined as applying scientific knowledge and learning principles to improve teaching effectiveness and efficiency. Its objectives are to modernize teaching methods, make instruction easier to understand, and help modify teacher and student behaviors. Educational technology includes instructional technology, teaching technology, and other approaches. It distinguishes between hardware technology, which uses physical machines to aid teaching, and software technology, which focuses on instructional theories. The document provides examples of both and compares their principles, media used, teaching aids, and examples.
This document discusses principles of curriculum construction. It begins by defining curriculum as the sum total of experiences a student receives through activities at school, including the classroom, library, laboratories, playgrounds, and interactions with teachers. It then provides definitions of curriculum from various scholars. The main body outlines 14 principles that should guide curriculum construction, such as ensuring it reflects the aims of education and the needs, interests, and abilities of students (child-centric principle), considers civic and social needs, conserves cultural heritage while allowing for creativity, prepares students for the future and living, integrates subjects logically, accommodates individual differences, and considers the time available.
Flanders Interaction Analysis is a technique for systematically observing and categorizing classroom interactions between teachers and students. It involves coding verbal behaviors into categories like lecturing, asking questions, praising students, and student talk. The interactions are recorded every 3 seconds and then analyzed to provide insights into the classroom dynamics. Some insights include the proportion of time spent on teacher vs. student talk, the ratio of indirect vs. direct teaching methods used, and the level of positive vs. negative reinforcement. The analysis helps teachers improve their instructional techniques and modify their classroom behaviors. However, it does not capture all classroom activities and is limited to analyzing verbal behaviors.
Types of programmed instruction - Dr Umashree D KDr Umashree D K
This document discusses different types of programmed instruction, including linear/extrinsic programming and branching/intrinsic programming. Linear programming sequences instructional material into small steps called frames that learners progress through sequentially. Branching programming allows learners choices in their path that determine remedial or next frames, making it less externally controlled. It can use backward branching to repeat missed frames or forward branching to physically progress frames while addressing mistakes. The document provides details on the characteristics, assumptions, and advantages of these programmed instruction methods.
The document discusses the National Curriculum Framework for Teacher Education (NCFTE) 2009 and issues in teacher education in India. It aims to improve teacher education by preparing ideal, innovative, humane and affectionate teachers. The NCFTE identifies three broad curricular areas for initial teacher preparation: foundations of education, curriculum and pedagogy, and school internship. However, there are still issues like lack of focus on stage-specific training for teacher educators, heavy curriculum with less emphasis on practical application, and insufficient school experience programs. The NCFTE 2009 promises to address these issues and help develop more professional and reflective teachers to improve education quality in India.
Programmed instruction is an educational technique characterized by self-paced, self-administered instruction presented in logical sequence and with repetition. It breaks content into small, incremental steps with immediate feedback to reinforce learning. Programmed instruction is based on the theory that learning is best accomplished through this approach. It aims to help students learn independently and at their own pace.
1. David Ausubel developed the Advance Organizer Model which theorized that meaningful learning occurs when new information is related to what is already known through deductive reasoning.
2. An advance organizer is introductory information presented by the teacher that helps students organize new content by highlighting relationships and directing attention to important concepts.
3. The goal of advance organizers is to strengthen students' cognitive structures and knowledge organization so that new information can be integrated with prior understanding.
This document discusses the skill of stimulus variation, which involves deliberately changing teaching behaviors and activities to maintain student attention. It describes several techniques for stimulus variation, including movement within the classroom, gestures, modulated voice, different interaction styles, pausing, focusing on key points, and encouraging physical participation from students. The objectives of stimulus variation are to enhance student thinking, involvement, understanding, liveliness, and minimize boredom. Specific examples provided include moving around the classroom, using body language, varying the volume and tone of voice, and allowing students to participate at the board.
Linear and branched programme instructionswaroophoppy
Programmed Instruction is a method of individualized instruction in which the student receives information relating to his own needs in progressive sequences but in small units. Here let us see the difference between Linear and Branched program instruction
This document outlines the syllabus for the course "Contemporary India and Education" from the Tamil Nadu Teachers Education University.
It begins with course objectives focused on understanding social diversity, contemporary issues in India, educational policies over time, and language policies. The syllabus then lists 5 units that will be covered: the constitutional context of education in India, understanding social diversity, educational demands of individuals and communities, language policy, and implications of equality in educational opportunities. Suggested activities and textbooks are also provided. The document concludes with intended course outcomes.
Personalized System of Instruction(PSI)Keller planSuresh Babu
Suresh Babu G is a lecturer in general education at MGUCTE Nedumkandam. The document provides his name and title as well as the name of the institution where he works as a lecturer in general education.
Objective Based and Competency Based EvaluationSuresh Babu
The document discusses objective-based evaluation and competency-based evaluation.
Objective-based evaluation measures students based on predetermined objectives. There is a relationship between objectives, learning experiences, and evaluation. Evaluation is based on the objectives, which are selected to be measurable.
Competency-based evaluation assesses students based on competencies or skills. It is criterion-based and evidence-based rather than competitive. Competencies guide curriculum development. Common assessment types include skills checklists, tests, interviews, and gap analyses.
The key difference is that objective-based evaluation focuses on objectives, while competency-based evaluation emphasizes workplace skills and is often module-based and time-based. Compet
This document outlines key aspects of effective in-service teacher education programs. It discusses the goals of improving teacher skills and student learning. There are typically two categories of in-service programs: extended courses mirroring pre-service education or workshops and professional development activities. Key principles for effective programs include involving teachers in planning, emphasizing pedagogical content knowledge, building reflective practice, including all teachers, and linking programs to school improvement. Various models are described, such as standardized cascading models and site-based approaches like lesson study. Challenges and indicators of success are also discussed.
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key characteristics of programmed instruction, including breaking content into small steps, eliciting frequent learner responses, and providing immediate feedback. The document also outlines different styles of programming, such as linear and branching approaches, and principles of programmed instruction like using small steps and immediate confirmation.
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key characteristics of programmed instruction, including breaking content into small steps, eliciting frequent learner responses, and providing immediate feedback. The document also outlines different styles of programming, such as linear and branching approaches, and principles of programmed instruction like using small steps and immediate confirmation.
This document outlines the steps in a Herbartian lesson plan approach. It describes the key components of a lesson plan, including preparation, presentation of new material, comparison of new ideas to past knowledge, generalizing concepts, applying knowledge, and recapitulating to assess learning. The document also notes that daily lesson plans guide instruction and vary based on factors like the teacher's preferences, subject area, and student needs.
It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.
1. Educational technology refers to the use of technology to facilitate and improve the learning process, including instructional theory, learning theory, and utilizing technological resources and processes.
2. There are two meanings of educational technology - technology in education, which refers to using equipment like audiovisual aids, computers, and electronic devices to enhance education, and technology of education, which characterizes effective teaching methods based on learner needs.
3. Educational technology has the objectives of individualizing instruction, improving education quality, addressing issues of scale, and enabling lifelong learning through principles like active and collaborative learning, feedback, and respecting diverse talents.
This document discusses educational technology, including its definitions, objectives, and forms. Educational technology is defined as applying scientific knowledge and learning principles to improve teaching effectiveness and efficiency. Its objectives are to modernize teaching methods, make instruction easier to understand, and help modify teacher and student behaviors. Educational technology includes instructional technology, teaching technology, and other approaches. It distinguishes between hardware technology, which uses physical machines to aid teaching, and software technology, which focuses on instructional theories. The document provides examples of both and compares their principles, media used, teaching aids, and examples.
This document discusses principles of curriculum construction. It begins by defining curriculum as the sum total of experiences a student receives through activities at school, including the classroom, library, laboratories, playgrounds, and interactions with teachers. It then provides definitions of curriculum from various scholars. The main body outlines 14 principles that should guide curriculum construction, such as ensuring it reflects the aims of education and the needs, interests, and abilities of students (child-centric principle), considers civic and social needs, conserves cultural heritage while allowing for creativity, prepares students for the future and living, integrates subjects logically, accommodates individual differences, and considers the time available.
Flanders Interaction Analysis is a technique for systematically observing and categorizing classroom interactions between teachers and students. It involves coding verbal behaviors into categories like lecturing, asking questions, praising students, and student talk. The interactions are recorded every 3 seconds and then analyzed to provide insights into the classroom dynamics. Some insights include the proportion of time spent on teacher vs. student talk, the ratio of indirect vs. direct teaching methods used, and the level of positive vs. negative reinforcement. The analysis helps teachers improve their instructional techniques and modify their classroom behaviors. However, it does not capture all classroom activities and is limited to analyzing verbal behaviors.
Types of programmed instruction - Dr Umashree D KDr Umashree D K
This document discusses different types of programmed instruction, including linear/extrinsic programming and branching/intrinsic programming. Linear programming sequences instructional material into small steps called frames that learners progress through sequentially. Branching programming allows learners choices in their path that determine remedial or next frames, making it less externally controlled. It can use backward branching to repeat missed frames or forward branching to physically progress frames while addressing mistakes. The document provides details on the characteristics, assumptions, and advantages of these programmed instruction methods.
The document discusses the National Curriculum Framework for Teacher Education (NCFTE) 2009 and issues in teacher education in India. It aims to improve teacher education by preparing ideal, innovative, humane and affectionate teachers. The NCFTE identifies three broad curricular areas for initial teacher preparation: foundations of education, curriculum and pedagogy, and school internship. However, there are still issues like lack of focus on stage-specific training for teacher educators, heavy curriculum with less emphasis on practical application, and insufficient school experience programs. The NCFTE 2009 promises to address these issues and help develop more professional and reflective teachers to improve education quality in India.
Programmed instruction is an educational technique characterized by self-paced, self-administered instruction presented in logical sequence and with repetition. It breaks content into small, incremental steps with immediate feedback to reinforce learning. Programmed instruction is based on the theory that learning is best accomplished through this approach. It aims to help students learn independently and at their own pace.
1. David Ausubel developed the Advance Organizer Model which theorized that meaningful learning occurs when new information is related to what is already known through deductive reasoning.
2. An advance organizer is introductory information presented by the teacher that helps students organize new content by highlighting relationships and directing attention to important concepts.
3. The goal of advance organizers is to strengthen students' cognitive structures and knowledge organization so that new information can be integrated with prior understanding.
This document discusses the skill of stimulus variation, which involves deliberately changing teaching behaviors and activities to maintain student attention. It describes several techniques for stimulus variation, including movement within the classroom, gestures, modulated voice, different interaction styles, pausing, focusing on key points, and encouraging physical participation from students. The objectives of stimulus variation are to enhance student thinking, involvement, understanding, liveliness, and minimize boredom. Specific examples provided include moving around the classroom, using body language, varying the volume and tone of voice, and allowing students to participate at the board.
Linear and branched programme instructionswaroophoppy
Programmed Instruction is a method of individualized instruction in which the student receives information relating to his own needs in progressive sequences but in small units. Here let us see the difference between Linear and Branched program instruction
This document outlines the syllabus for the course "Contemporary India and Education" from the Tamil Nadu Teachers Education University.
It begins with course objectives focused on understanding social diversity, contemporary issues in India, educational policies over time, and language policies. The syllabus then lists 5 units that will be covered: the constitutional context of education in India, understanding social diversity, educational demands of individuals and communities, language policy, and implications of equality in educational opportunities. Suggested activities and textbooks are also provided. The document concludes with intended course outcomes.
Personalized System of Instruction(PSI)Keller planSuresh Babu
Suresh Babu G is a lecturer in general education at MGUCTE Nedumkandam. The document provides his name and title as well as the name of the institution where he works as a lecturer in general education.
Objective Based and Competency Based EvaluationSuresh Babu
The document discusses objective-based evaluation and competency-based evaluation.
Objective-based evaluation measures students based on predetermined objectives. There is a relationship between objectives, learning experiences, and evaluation. Evaluation is based on the objectives, which are selected to be measurable.
Competency-based evaluation assesses students based on competencies or skills. It is criterion-based and evidence-based rather than competitive. Competencies guide curriculum development. Common assessment types include skills checklists, tests, interviews, and gap analyses.
The key difference is that objective-based evaluation focuses on objectives, while competency-based evaluation emphasizes workplace skills and is often module-based and time-based. Compet
This document outlines key aspects of effective in-service teacher education programs. It discusses the goals of improving teacher skills and student learning. There are typically two categories of in-service programs: extended courses mirroring pre-service education or workshops and professional development activities. Key principles for effective programs include involving teachers in planning, emphasizing pedagogical content knowledge, building reflective practice, including all teachers, and linking programs to school improvement. Various models are described, such as standardized cascading models and site-based approaches like lesson study. Challenges and indicators of success are also discussed.
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key characteristics of programmed instruction, including breaking content into small steps, eliciting frequent learner responses, and providing immediate feedback. The document also outlines different styles of programming, such as linear and branching approaches, and principles of programmed instruction like using small steps and immediate confirmation.
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key characteristics of programmed instruction, including breaking content into small steps, eliciting frequent learner responses, and providing immediate feedback. The document also outlines different styles of programming, such as linear and branching approaches, and principles of programmed instruction like using small steps and immediate confirmation.
1) Programmed instruction is an individualized teaching strategy that breaks content down into small sequential steps with frequent questions and immediate feedback. It emerged from research on operant conditioning and the law of effect.
2) The document discusses different styles of programmed instruction including linear and branching programming. Linear programming follows a fixed sequence, while branching programming allows students to take different paths based on their answers.
3) The advantages of programmed instruction include individualization, self-paced learning, and effective instruction based on psychological principles. It can be used for self-instruction, distance education, and non-formal education.
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key figures in the early development of programmed instruction like Socrates and Sidney Pressey. The document also outlines characteristics of programmed learning like breaking content into small steps, eliciting frequent responses, and providing immediate feedback. It discusses different styles of programming like linear and branching approaches. In summary, the document provides background on the origins and principles of programmed instruction as a teaching method.
1. Programmed instruction is an individualized teaching strategy developed in the 1950s based on behavioral psychology principles. It breaks content into small sequential steps with frequent questions and immediate feedback.
2. There are two main styles of programmed instruction - linear and branching. Linear programming follows a fixed sequence, while branching includes remedial frames for incorrect answers.
3. The advantages of programmed instruction include individualization, self-pacing, motivation of students, and effective instruction based on psychological principles. It can be used for self-instruction, distance education, and non-formal education.
Programmed instruction is a method of self-paced learning that presents material in small incremental steps, requires active learner responses, and provides immediate feedback. There are two main types: linear programming that follows a set sequence, and branching programming where learners' responses determine their path. The technique was pioneered by B.F. Skinner in the 1950s based on operant conditioning principles and aimed to individualize learning through machines/programs instead of teachers. It remains influential as a predecessor to modern computer-assisted learning.
Programmed instruction is a method of self-paced learning where content is broken down into small steps with feedback between each step. There are four main types of programmed instruction: linear programming follows a single path; branched programming allows different paths; computer-assisted instruction uses computers to deliver content; and computer-managed instruction uses computers to manage the learning process and tailor instruction to individual students. Each type has advantages like allowing self-pacing and feedback, but also limitations such as lack of flexibility or over-reliance on technology.
Programmed instruction is an individualized teaching method that breaks content into small steps and controls the learner's responses. It is based on operant conditioning theory and was popularized by B.F. Skinner in the 1950s. There are two main types: linear programming that presents content in a fixed order, and branching programming which allows learners to choose their own path through multiple choice questions. While programmed instruction aims to individualize learning, it also has limitations such as lacking creativity and social interaction.
This document discusses different types of self-instructional materials, including programmed learning, instructional modules, computer-assisted instruction, and the personalized system of instruction. Programmed learning breaks content into small sequential steps and provides immediate feedback. Instructional modules are self-contained learning packages on single concepts. Computer-assisted instruction individualizes instruction through computer programs that present content, test students, and provide feedback. The personalized system of instruction emphasizes self-paced study with teachers available for guidance.
This document discusses programmed instruction and its various types. It defines programmed instruction as a systematically planned, self-instructional technique that presents material in small logical steps. There are two main types: linear programming which follows a single track, and branching programming which allows learners to follow different paths based on their responses. The principles of programmed instruction include presenting material in small steps, active learner responding, and immediate reinforcement. Advantages include individualized learning and overcoming learner passivity, while limitations include potential replacement of teachers and high costs.
This document provides an overview of programmed instruction and its various types. It defines programmed instruction as a systematically planned, self-instructional technique that presents material in small, logical steps. Two main types are discussed: linear programming, which follows a single path; and branching programming, which allows different paths based on learner responses. The document also outlines principles of programmed learning, characteristics, merits, limitations, and examples of each programming type.
This document discusses programmed instruction and its various types. It defines programmed instruction as a systematically planned, self-instructional technique that presents material in small logical steps. There are two main types: linear programming which presents a single track of material and branching programming which allows learners to follow different paths based on responses. The principles of programmed instruction include presenting material in small steps, requiring active learner responses, and providing immediate reinforcement.
This document discusses programmed instruction, which breaks subject matter into small, logical steps to provide individualized, self-paced learning. It defines programmed instruction, outlines its characteristics and principles, and describes different programming types like linear and branching. Linear programming follows a single path, while branching allows learners to take different paths based on responses. The document also covers merits and limitations of programmed learning and different programming types.
This document discusses programmed instruction and its various types. It defines programmed instruction as a systematically planned, self-instructional technique that presents material in small logical steps. There are two main types: linear programming which follows a single track, and branching programming which allows learners to follow different paths based on their responses. The principles of programmed instruction include presenting material in small steps, active responding, immediate reinforcement, and self-pacing. Both types have advantages such as individualization and engagement, but also limitations such as potential dullness or lack of coverage.
Type of programmed instruction, linear programmed instruction,meaning,assumpt...Neeraj Goswami
Programmed instruction was introduced in the 1950s as a way for students to learn on their own without a teacher through specially prepared books or equipment. It breaks content down into small sequential steps with frequent responses from the student and immediate feedback. There are two main types - linear programming which presents information in a fixed orderly sequence, and branching programming which allows for different paths. Programmed instruction aims to help students learn at their own pace, present content logically, and allow them to study independently.
1. The document discusses programmed learning and linear programming. Programmed learning breaks material into small, sequential steps with feedback to reinforce learning at each step. Linear programming specifically presents material in a straight line sequence, requiring the learner to respond to each frame before moving on.
2. Linear programming has limitations as it lacks motivation, freedom of choice for learners, and is limited to subjects that can be properly sequenced. However, it ensures active participation and simplicity.
3. When used properly, programmed learning techniques like linear programming can effectively lead students toward learning goals by structuring material in a gradual, reinforced manner.
The document discusses programmed instruction, which is a systematic, self-paced method of instruction designed to ensure learning. It breaks content into small steps with built-in feedback. There are different types, including linear, branched, and mathetics programming. Programmed instruction aims to place the learner at the center and allow them to construct knowledge through active participation, as opposed to passive absorption of information. While it shows promise, programmed instruction has seen limited application in Indian classrooms.
Programmed instruction materials are designed to teach content in a step-by-step self-paced format. There are two main types: linear programming which presents content in a single straight path, and branching programming which allows learners to choose their own path through remedial frames. Effective programming is based on principles like small incremental steps, active learner responses, and immediate feedback. Developers must carefully define objectives, design frames to meet objectives, and test and validate the materials through tryouts.
The document discusses the topic of programmed instruction. It defines programmed instruction as a method of arranging learning material into sequential steps that moves students from familiar to new concepts. Key aspects include breaking content into small frames, requiring active student responses, and providing immediate feedback. The origins of programmed instruction are traced back to thinkers like Socrates and Skinner. Principles like self-pacing and immediate reinforcement are explained. Examples of programmed material and frame formats are also provided.
The document discusses programmed instruction, which breaks educational content into small interactive parts called frames. Students move sequentially through the frames, receiving confirmation of correct answers and redirection to remedial frames if wrong. There are two main types: linear programming which requires a set path, and branched programming which allows student choice. While programmed instruction individualizes learning and provides motivation through success, it also eliminates teacher contact and can be time consuming.
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HTML link tag, creating links in html, non text anchors, link attribute, alink attribute, vlink attribute, example for links, vitamins.html, proteins.html,
This document discusses how to add images and sounds to HTML documents. It describes using the <IMG> tag to insert images, with attributes like SRC, ALT, Align, Height, and Width. An example is provided showing how to center an image on a page. Background images can also be added using the <body> background attribute. Sounds are inserted with the <bgsound> tag, specifying attributes like SRC and LOOP to loop the audio a number of times. Supported image formats are JPG and GIF, while common sound formats are WAV, MIDI, and AV.
HTML tags, Tags, Empty tag, Container tag, Attributes, Structure of HTML document, Head section, body section, comment tags, Font tag, attribute of font tag, More tags on formatting, heading tags, paragraph tag, the paragraph attribute 'align', line break, horizontal tag, line break, background tag, text attribute, Marquee tag,
This document provides an introduction to HTML (Hyper Text Markup Language). It discusses that HTML was created in 1989 by Tim Berners-Lee to link related information stored on computers that could be accessed worldwide. The document outlines the tools needed to create and view HTML documents, including a text editor, web browser, graphics tool, and optionally a web server. Steps are provided for starting an HTML document, viewing the created document, and modifying existing HTML code.
X std mathematics - Relations and functions (Ex 1.4), Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, composition of function, definition of function, composition of three functions, identifying the graphs of linear, quadratic, cubic and reciprocal functions, linear function, modules or absolute valued function, quadratic function, cubic function, reciprocal function, constant function
X std mathematics - Relations and functions (Ex 1.4), Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, representation of functions, set or ordered pair, table form, arrow diagram, graph, vertical line test, types of function, one -one function, many- one function, onto function, surjection, into function, horizontal line test, special cases of function,
X std mathematics - Relations and functions (Ex 1.3), Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, functions, definition of functions, representation by arrow diagram,
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
2. Origin of programmed
learning:
Programmed learning is the
outcome of B.F. Skinner’s
experimental studies on animals.
It was a great boon to the
pedagogies who were thinking of
methods to individualist
instruction.
3. This itself was a new way of
thinking, the concept being each
individual can develop or learn at
his capacity level, unlike in the
traditional class-rooms.
Programmed instruction has
been one of the most popular and
effective innovations in classroom
teaching-learning process in the
sixties in the educationally
advanced countries of the world.
4. Following this there had been a
series of research work.
In our country some universities
and centers of higher education
are doing work in the realm of
developing self-learning materials
for different subjects at different
levels of instruction.
5. Programmed learning:
Programmed Learning techniques
emerged out of the experimental
researches on operant
conditioning.
The basic principle of operant
conditioning is that the principle
of reinforcement brings about
behavioural changes in successive
approximation to the desired goal.
6. A reinforcer in operant
conditioning is any stimulus of
event which, when produced by a
response, makes that response
more likely to occur in the future.
Reinforcers are somewhat like
‘rewards’ in everyday speech.
Examples for reinforcers could be
food for a hungry animal, praise
for a child or anything similar to
it.
7. Skinner had shown that the same
principle could be used in human
learning too! The result is
programmed Instruction.
Here the materials to be learned is
broken up into small, easy steps.
These are known as ‘frames’.
8. Since each frame is made easy, this
minimizes the frustration that can
lower motivation result in a dislike for
learning.
Also programmed learning allows
learners to proceed at their own place
and to receive immediate knowledge
about the correctness of the responses.
Hence this method is very effective in
learning facts, rules, formulate etc.
9. Programmed Instruction could be
defined as a “Process of arranging
material to be learned in a series of
small steps designed to lead a
learner through self instruction
from what he knows to the
unknown of new and more
complex knowledge and
principles”.
10. Principles of programmed learning
Programmed learning makes use of
five important principles. They are as
follows.
1. Principle of small steps:
The subject matter is thoroughly
analyzed and divided into meaningful
segments of information.
One segment of information is
presented at a time to the learner.
This piece of information is called a
‘frame’.
11. 2. Principle of active responding:
As the learner reads the frame, he
is prompted to give an active
response, either by writing an
answer or by carrying out some-
action.
12. 3. Principles of immediate
confirmation of feedback:
The third principle of programming is
immediate confirmation of results.
This knowledge of results helps the
learner to get the reinforcement.
The learner has to make responses in
each frame, and then he can compare
his response, with that of the
programmer.
13. If the learner’s response is correct
he is confirmed and than he can
go to the next step.
If the response is wrong he has to
read the frame again till he could
give the correct response.
14. Principle of self-pacing:
It is a very important principle of
programming.
Each individual can progress at
his own level.
To put it in other words, a fast
learner can proceed from one
frame to another fast.
15. At the same time a slow learner is
not compelled to proceed with the
fast learner and he can go
through the frames slowly.
Thus it helps the individual to
learn at his own ability level and
satisfies the principle of self-
pacing.
16. Principle of Student Testing:
The teacher regularly assess the
students.
He can, at the same time find out
the weakness of his programme
and can modify it.
The student also gets the
opportunity to evaluate his own
performance.
18. (i)(a) Learner programming or
Extrinsic Programming:
This is based on the ideas put
forth by B.F.Skinner.
In a linear programme, the
subject matter is divided into
quite small pieces of knowledge
known as frames.
19. Each learner has to go through all
the frames, in the same sequence
along a single path or line.
Response of the first frame is
immediately confirmed before he
goes to the second frame.
The correct response of the
previous frame appears alongside
the forthcoming frame.
20. In this type of programme the
chances of giving correct
responses is high.
Diagrammatic representation of linear
programming
1 2 3 4 5 6 7
21. In linear programming a frame will
have the following three aspects.
(i) Stimulus: There is stimulus which
the learner needs and is motivated to
respond.
(ii) Response: After reading the frame
the learner responds, this response is
the second component of a frame.
(iii) Reinforcement: The learner
compares his response with the
response of the programmer and thus
gets reinforcement.
22. When a frame is prepared the
language used should be simple
and the frame should provide
motivation to the learner.
Also no ambiguous statement
should be present in a frame.
With all these important facts in
mind only the programme should
start-writing the frames of a
programme.
23. Simple frame:
Frame 1: The device through which
the input is given to the system is
called input device. ----------------
device is used for inputting the
information. (input)
24. Frame 2: The output is got with
the help of output devices and the
devices through which the
information is got from the system
is called --------------- device.
(output)
Frame 3: Floppy is an -------------
device. (input/output)
Frame 4: Monitor is an ------------
device. (output)
25. (i)(b) Feature of Linear
programming:
All the principles of operant
conditioning are incorporated in
the linear style of programming.
The distinctive features of linear
programming can be summarized
as follows.
26. 1. Linear arrangement:
The learners advance in a single
series of short steps which are
designed to ensure a high rate of
correct response to the frame.
All the learners have to pase
through the same fixed sequence
of frames determined by the
programmer, irrespective of their
knowledge in the subject.
27. 2. Responses are controlled:
In a linear style of programming
the programmer has control over
the responses.
He fixes the responses and their
order.
The learner has no choice of his
own to respond.
28. 3. Response is emphasized:
In a linear programme the
emphasis is on the response.
The learner must respond to each
and every frame for learning to
occur.
29. 4. Immediate feedback:
The linear programme is designed
in such a way that as soon as the
learner makes a response he can
compare his response with
response of the programmer.
This will be provided either at the
left hand side or at the foot of the
frame.
30. 5. Prompting:
A prompting is an additional
stimulus in the frame which helps
the learner to respond correctly.
In the beginning of the
programme prompts, hints and
cues are introduced to avoid
unnecessary wastage of time to
find out the correct response.
32. 7. Self - Pacing:
Each learner proceeds at his own
speed through the programme
without being compelled to work
with the speed of other members
of the class.
33. 8. Linear programme may be used
from this first grade.
9. Learner can skip certain form
provided that he can respond correctly
to a test item given at a particular
frame.
Test item skip to frame No.6
1 2 3 4 5 6 7
34. 10. The linear programming style
is best suited in subject areas
where facts and information’s can
be properly sequenced.
35. (i)(c) Limitations of Linear style
of programming:
1. Lack of motivation:
Dullness and monotony can
enter into learning since it takes
more time to teach simple topics
and materials.
Gifted children may feel that it
lacks challenge and interest.
36. 2.Freedom of choice is curtailed:
The learner has no choice of his
own to respond and hence the
creative imagination and
judgmental ability of the learner
are inhibited.
37. (1) The linear programmes the
learner finds out the clue as to
what is to be filled in the blank
space.
(2) The linear style of
programming can be used only in
areas where the subject matter
can be properly sequenced such
as Science, Mathematics,
Vocabulary development etc.
38. (3) Sidney L. Pressley has critised
the linear style of programming on the
grounds that learning in actual life
situation is not always serial as is the
case with the linear programming and
that the creative ability is inhibited
(4) When the material is presented
in the bookform the learners are
expected to be honest, otherwise there
is possibility of copying, which will
affect learning itself.
39. (ii)(a) Branching or Intrinsic
style of programming:
This style of programming owes
credit to Norman A Crowder, and
is called Crowderian Style.
Branching or Intrinsic type of
programming has been defined as
“a programme which adopts to the
need of the students without the
medium of extrinsic device such
as computer”.
40. This style of programming is
called intrinsic because the
learner within himself makes the
decision to adopt the instruction
to his needs according to his
background of the subject.
The principle underlying this style
of programming is that different
students need different
instructional materials and that
learning is communication.
41. He favours larger areas of material at a
time to the learner.
His technique of communication is quite
different from skinner’s who believes in
breaking the subject matter into stimulus
response chains.
In branching, the student’s choice
determines what material he will see
next.
The learner controls the exact sequence
that he wants to follow among the
available branches in the programme.
42. (b) Features of Branching styles:
In branching programme a frame
is larger and more information is
presented.
A step may consist of 2 to 3
paragraph or even a full page.
The programmer can show his
style of writing.
43. Multiple choice questions are
asked.
If the learner’s response is
correct, he is confirmed, if not he
is taken to the frame which tells
him why he is wrong.
Crowder views that teaching is
communication and hence he
concentrates his attention upon
the improvement of
communication.
44. 1. Learner has freedom to choose
his own path of action according
to the background of the subject
matter.
2. Students are more alert and
concentration is high.
3. Crowder believes that making
errors is basic to learning. So
detection and correction of
errors is emphasized.
45. 4. The critical feature of branching model
is the fact that the material presented
to each student is continuously
controlled by the learner’s performance
is answering questions.
5. In branching programme, when the
materials is presented in the form of a
book, it is called a scrambled text-
book.
6. It is very useful in concept learning or
where the material is given in large
steps.
46. (c) Limitations:
1. There is the possibility of
guessing the correct response
without understanding the
subject matter.
2. Cost of preparation is very high.
3. Infinite branching is not possible
and hence it cannot meet the
need of all individuals.
47. 4. Programmes are prepared by the
programmer in his own
imagination and it is he who
decides the diagnostic question
and content.
5. Branching programme could be
used only from the 6th grade or so
when the learners have secured a
sufficient amount of knowledge.
48. 6. Since the programme is large
questions may not be asked from
all the areas and there is a
possibility of leaving out certain
content areas.
7. The programme needs revision
after every 2 years.
49. 1.Developing a programmed
learning material:
Obviously when a PLM has to be
developed the programmer has to
adopt the following three stages.
(i) Preparation
(ii) Writing the programme
Evaluation.
50. (i)Preparation:
At this stage the programmer has to
adhere to the following steps.
(a) Selection of content.
(b) Writing assumptions about the
learner.
51. (c) Writing objectives in
behavioural terms.
(d) Defining the pre-requisite
knowledge and skills in
behavioural terms.
(e) Preparation of the criterion test.
(f) Developing specific outlines of
content to be programmed.
52. (ii) Writing the programme:
The subject matter is split into
stimulus – response chains.
Whenever the programmer feels that
the learners is in need of a prompt is
given.
A prompt in a frame can be defined as
“an additional stimulus in the frame
which raises the probability of correct
responding”.
53. (iii) Evaluation:
In the 3rd stage, the programmer
tests his material on students to
evaluate is efficiency and
effectiveness. After editing the
programme the programmer
validates it in three phase namely
(a) individual try out, (b) small
groups tryout and (c) Field tryout.
54. (a) Individual tryout:
One representative student for whom
the programme is written is tested at a
time.
Individual tryout gives an opportunity
to the programmers to study the
reactions of the learner immediately
after the completion of the frame.
This helps him to bring about needed
modifications in the frame.
55. (b) Small Group tryout:
After making necessary
modifications and weeding out the
inadequacies in the frames, the
programme is tried out on a small
group of 5 to 10 students for
whom the programme is written.
The programmer discuss
difficulties of the programme with
the student based on which
modifications are made in the
programme.
56. (c) Field Tryout:
Here the programme is tested in actual
class room situation.
The programme complete in all
respects, in administrated to a
representative group of 50 or more
students of an entire class.
The specific areas where improvement
is needed is got from the students
based on which the programme is
again modified. Now the programme is
ready for use.
57. Advantages of using programmed
learning techniques:
1. There are certain intellectual abilities
and some motor skills which are
taught by frequent drill work and
memorizing. In such areas they
could be taught efficiently by
programmed learning.
2. It gives ample scope for teaching
concepts in a logical manner and
inspires students to think creatively.
58. 3. Good teachers are freed from the
routine class-room teaching and they
can spend their time in a more
creative way.
4. It improves the quality of education.
5. Many emotional and social problems
could be eliminated and problem of
discipline have been automatically
solved by the use of this.
59. 6. It helps to diagnose the
problems of the individual
learner.
7. Programmed learning provides
an opportunity for the learner to
take up learning as an
interesting game.
60. Differences between linear and Branching
style of Programming
Linear Programme
(Extrinsic)
Branching Programme (Intrinsic)
1. All the six psychological principles are
to be followed strictly.
2. Frames are written as bits of
information in a simple language.
3. Frames are arranged in a straight line
sequence.
4. Response is structured.
5. Reinforcement immediately given.
6. Subjects matter is given as limited
facts.
7. It is cheap.
8. Error rate is 5%.
9. It can be used from elementary class.
Three principles namely small steps,
Immediate confirmation and Active
responding are not mandatory.
Frames are written as 3 or 4 sentences or a
even paragraph.
Frames are scrambled.
Response is Multiple choice.
Not necessary ultimate correctness of
response.
It is given as broad concepts.
It is costly.
Error rate is 2%.
Can be used better only after VIII
Standard.