Programmed Instruction

2. PROGRAMMED
INSTRUCTION
maheswarijaikumar2103@gmail.com

3. PI ON LINE

4. DEFINITION
• "A Programmed Instruction is a
method of self instruction that
enlists machines or specially
prepared books to teach
information". CHRIS JORDAN

5. PURPOSE
• To manage human learning
under controlled conditions.
• To promote learning at the pace
of the learner.

6. • To present the material in small
pieces.
• To provide quicker response

7. CHARACTERISTICS
• The subject matter is broken
down in to small steps called
FRAMES and arranged
sequentially.
• Frequent response of the
student is required.

8. • There is an immediate
confirmation of the right answer
or correction of wrong answers
given by the learners (SELF
CORRECTING FEATURE).

9. • 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)

10. • 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.

11. • The objectives underlying
programming instructions are
defined explicitly and in
operational terms so that the
terminal behaviour is made
observable and measurable.

12. • The interaction between the
learner and the programme is
emphasized in programmed
learning.
• Continuous evaluation is
possible by recording the
student's response.

13. • The strategy provides sufficient
situations for teaching the
students to discriminate
between a range of possibilities
and reduce generalizations.

14. TYPES
1. LINEAR PROGRAMMING.
2. BRANCHING or INTRINSIC
STYLE PROGRAMMING.
3. COMPUTER ASSISTED
INSTRUCTION

15. TYPES OF PI

16. LINEAR
PROGRAMMING

17. 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".

19. • 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.

20. 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.

21. • 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).

22. • The learners proceed at their
own pace (self pacing).

23. 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.

24. SECONDARY EDUCATION
• In secondary education
diversity if interest and
curriculum neccessitates this
method.

25. CORRESPONDENCE EDUCATION :
FOR HIGH SCHOOL STUDENTS :
Self instruction could be made
possible if the correspondence
lessons are programmed.

26. FOR SCHOOL TEACHERS
• When a new course is being
introduced, Programmed
instruction will equip them with
content and new mehtods of
teaching.

27. UNIVERSITY EDUCATION
• Standards of higher education
can be maintained.
• Can be applied for health
oriented courses (Health Care
Professional Education)

28. PRINCIPLES
OF LP

29. 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.

30. 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.

31. PRINCIPLE OF SELF PACING
• The learner can work each step
as slowly or as quickly as he
chooses.

32. STUDENT TESTING &
EVALUATION
• LP provides a detailed record
of the student and is the basis
for revising the programme.

33. TYPES OF LP

34. CONSTRUCT RESPONSE
• This is a Skinnerian type of
learning process.
• The learner has to construct
responses while going through
such formats of programme
text.

35. MULTIPLE CHOICE QUESTIONS
• Sydney L. Pressy selected a
response on each frame and is
presented in the discrimination
frame sequence type of
programme.

36. 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.

37. SKIP LINEAR
• Uses skipping device for
solving problems of review and
over review where a bright
student may skip the simple
programme.

38. 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.

39. 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.

40. 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.

41. INTRINSIC
STYLE
PROGRAMMING

42. BRANCHING / INTRINSIC
TYPE
• NORMAN COWDER ( a
contemporary of B.F Skinner)
developed this model.
• His model focuses problem
solving from COMMUNICATION
POINT OF VIEW.

43. PRINCIPLES OF
BRANCHING PROGRAMME
• PRINCIPLE OF EXPOSITION.
• PRINCIPLE OF DIAGNOSIS.
• PRINCIPLE OF REMEDIATION.

44. 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.

45. 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.

46. 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.

47. STRUCTURE OF
BRANCHING PROGRAMME
• The programme text is called
SCRAMBLED TEXT.
• This consists of two types of pages :
1. HOME PAGE.
2. WRONG PAGE.

48. 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).

49. • 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).

50. • 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.)

51. • 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.

52. WRONG PAGE
• Wrong page or remedial frame
involves :
1. Repeating student response.
2. Negative confirmation.
3. Reason as to why he is wrong.
Cont....

53. Cont....
4. Further explanation in a single
language.
5. Direction as to where the learner
should go next.

54. TECHNIQUE OF
BRANCHING PROGRAMME
• There are two tenchniques :
1. BACKWARD BRANCHING.
2. FORWARD BRANCHING.

55. 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.

56. • 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.

57. 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.

58. • This is followed by another
parallel question from which he
goes to the next frame in the
main stream.

59. COMPUTER
ASSISTED
INSTRUCTION

60. COMPUTER ASSISTED
INSTRUCTION (CIA)
• CIA consists of individual
learning booths, each with a
console.
• It has a television screen for
displaying information.

61. • A complete package of
information is stored in the
system and is presented
sequentially.

62. • The learner may question the
computer and feed the answer
into it.
• It helps determine subsequent
activities in the learning
situations.

63. DEVELOPMENT
OF A
PROGRAMMED
INSTRUCTION

64. DEVELOPMENT OF A PI
PHASES OF
DEVELOPMENT
OF PI
I PHASE
II PHASE
III PHASE
Preparatory
phase
Writing
phase
Validation
phase

65. PREPARATORY PHASE
1. Involves viewing the
programme on any topic.
2. Deciding to prepare a
programme.
3. Selecting a topic.

66. 4. Preparing a content outline.
5. Specification of objectives in
behavioural forms.
6. Specifications (Assumptions
about learner).
7. Entering behaviour (Pre requisite
skill).

67. 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.

68. WRITING PHASE
• Involves the following activities:
1. PRESENTATION OF MATERIALS
IN FRAMES.
2. REQUIRES AN ACTIVE STUDENT
PARTICIPATION.

69. 3. PROVE ANSWERS FOR
CONFIRMATION OR
CORRECTION OF STUDENT
RESPONSE.
4. USE PROMPTS TO GUIDE
STUDENT RESPONSE.
5. PROVIDE CAREFUL
SEQUENCING OF FRAMES.

70. 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.

71. • The acquisition of these
responses is a step towards
terminal behaviour.
• Be sure that each frame presents
a relatively small segment of
material.

72. • The programmer should
present only enough material to
elicit a single response

73. ACTIVE STUDENT
RESPONSE
• In every frame the response of
the student is elicited.
• The responses in programmed
material should be overt or
covert.

74. • 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

75. CONFIRMATION /
CORRECTION
• Providing the correct response
with which students can
compare their own responses is
a standard characteristic of
programmed instruction.

76. • Students come to know their
responses are correct or
incorrect.

77. USING PROMPTS
• Prompts are provided in the
programme frame to guide the
student to the correct
response.

78. • 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.

79. 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.

80. • 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.

81. VALIDATION PHASE
• Involves :
1. Try out and revision.
2. Individual tryout.
3. Small group try out.

82. 4. Master validation.
5. Editing, reviewing, revising
and modifying the programme
for final preparation based on
fruits of tryout.

83. ADVANTAGES
• Programmed Instructions are
more successful in critical
sagacity (discernment) of the
logic or various subjects and
inspiring students' creative
thinking and judgement.

84. • 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.

85. • 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.

86. • 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.

87. • 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.

88. • 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.

89. DISADVANTAGES
• Programmed instruction does
not eliminate competition of
grades as often claimed.

90. • 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.

91. • Programmed instruction
restricts the learner's freedom
of choice resulting in cramping
of his imagination and
initiative.

92. • 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.

94. THANK YOU