Education Technology: Program Instruction or Learning

EDUCATIONAL TECHNOLOGY
( ‫ایجوکیشنل‬‫ٹیکنلوجی‬ )
Programmed Learning ( ‫منصوبہ‬‫ہدایت‬ / ‫پروگرام‬‫انسٹرکشن‬ / ‫پروگرام‬‫سیکھنا‬ )

Programmed Learning / Instruction ( ‫منصوبہ‬‫ہدایت‬ / ‫پروگرام‬
‫/انسٹرکشن‬ ‫پروگرام‬‫سیکھنا‬ ):
Pre-industrial phases ( ‫قبل‬‫از‬‫صنعتی‬‫مراحل‬ )
Vienna in 1873 in which an exhibit from
American school with maps, charts, textbooks
and other equipment won the admiration of
people.
1900 industry a mass production technology.
The hardware projectors, TV and other
instructional materials

Programmed Instruction( ‫منصوبہ‬‫ہدایت‬ )
Impact of Present Trends ( ‫موجودہ‬‫رحجانات‬‫کے‬
‫)اثرات‬
TV - four instructional types:
Broadcast on an educational channel ( ‫ایک‬‫تعلیمی‬
‫چینل‬‫پر‬‫نشر‬ )
Broadcast on commercial channel ( ‫تجارتی‬‫چینل‬
‫پر‬‫نشر‬ )
Close circuit tv ( ‫بند‬‫سرکٹ‬‫ٹی‬‫وی‬ )
Compton type in which filmed lecturers are
distributed via closed circuit medium as
replacement for class room teachers.

Teaching machines ( ‫درس‬‫مشینیں‬ ) are of five
types:
1) Individual reading material. ( ‫انفرادی‬‫مواد‬ )
2) Individual Viewing and listening equipment
( ‫انفرادی‬‫دیکھنے‬‫اور‬‫سننے‬‫کا‬‫سامان‬ )
3) Language laboratory. ( ‫زبان‬‫تجربہ‬‫گاہیں‬ )
4) Programmed Printed Material. ( ‫پروگرام‬‫پرنٹیڈ‬
‫)مواد‬
5) Teaching machines of the Skinner or Pressey
type (‫سکنر‬ ‫یا‬ Pressey ‫قسم‬ ‫کے‬ ‫درس‬ ‫کی‬ ‫)مشینیں‬

TECHNOLOGY IN EDUCATION ( ‫تعلیم‬‫میں‬
‫)ٹیکنالوجی‬
The teacher employs visual aids, including
overhead projector, films, film loops, audio-
equipment, tape recorder and language
laboratory. The teacher uses teaching aids in a
more scientific manner, taking care to structure
and evaluate this teaching.
Objective is to improve the learning teaching
process with the use of E.T.
First developed USA Program Learning

Programmed instruction can 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 ( ‫خود‬‫ہدایات‬ ) from what
he knows to the unknown of new and more
complex knowledge and principles.”
Socrates developed a programme in geometry
which was recorded by Plato in the dialogue
Menu.
‘Gita’ as the first programmed text.

The first psychologist whose findings bear
direct relevance to programming is E.L.
Thorndike (1874 – 1949). “Law of Effect”. “ ‫اثر‬
‫کا‬‫قانون‬ ”
Sydney L. Pressey - teaching - multiple choice
items. ( ‫ایک‬‫سے‬‫زیادہ‬‫پسند‬‫اشیاء‬ )
B.F. Skinner operant conditioning, Programmed
Instruction. ( ‫پروگرام‬‫انسٹرکشن‬ )

BASIC PRINCIPLES OF
PROGRAMMING. ( ‫پروگرامنگ‬‫کی‬‫بنیادی‬‫اصول‬ )
Principle of small steps. “frame”. (“‫"فریم‬ ‫چھوٹے‬
‫اقدامات‬‫کا‬‫اصول‬ )
Principle of immediate confirmation. ( ‫فوری‬‫طور‬
‫پر‬‫تصدیق‬‫اصول‬ )
Principle of active responding ( ‫فعال‬‫جواب‬‫کا‬
‫)اصول‬
Self-practicing. ( ‫مشق‬‫خود‬ )
Student testing. ( ‫طالب‬‫علم‬‫کی‬‫جانچ‬ )

MODIFICATION OF PRINCIPLES ( ‫اصولوں‬
‫میں‬‫ترمیم‬ )
Prof. Edward F. O. Day has classified
Principles.
‫پروفیسر‬‫ایڈورڈ‬‫ایف‬‫او‬‫دن‬‫وأصوله‬‫درجہ‬‫بندی‬‫ہے‬
A. MANDATORY PRINCIPLES. ( ‫الزمی‬‫اصول‬ )
B. OPTIONAL PRINCIPLES ( ‫اختیاری‬‫اصول‬ )

A. Mandatory Principles. ( ‫الزمی‬‫اصول‬ )
1) Objective Specification: behavioral terms
( ‫مقصد‬‫کی‬‫تفصیالت‬ -- ‫رویے‬‫کی‬‫شرائط‬ )
2) Empirical Testing: ( ‫آخباخت‬‫ٹیسٹنگ‬ ) empirically
tested material.
Three phases. ( ‫تین‬‫مراحل‬ )
Individual Try out. ( ‫انفرادی‬‫آزمائیں‬ )
Small group try out. ( ‫چھوٹے‬‫سے‬‫گروہ‬‫کو‬‫آزمائیں‬ )
Field try out. (tryout ‫)قطعہ‬
3) Self Pacing

OPTIONAL PRINCIPLES ( ‫اختیاری‬‫اصول‬ )
1) Overt responding ( ‫واضح‬‫جواب‬ )
Active involvement ( ‫فعال‬‫طور‬‫پر‬‫جواب‬ )
2) Immediate feedback ( ‫فوری‬‫طور‬‫پر‬‫کی‬‫رائے‬ )
3) Small step size. ( ‫چھوٹے‬‫اقدامات‬ )
Features of programmed instructional material.
(‫)خصوصیات‬
Sequence (‫)تسلسل‬
Type of response. ( ‫جواب‬‫کی‬‫قسم‬ )
Error rate : ( ‫خرابی‬‫کی‬‫شرح‬ )
5% error in linear programme. branching programme is
higher than linear (20%).
Prompting : (‫)اشارہ‬

STYLES OF PROGRAMMING ( ‫پروگرامنگ‬
‫کی‬‫طرزیں‬ )
Programmed material can be presented either in
book form or through a machine in the
following conventional styles.
Linear model of programming. ( ‫لکیری‬‫ماڈل‬ )
Branching model of programming. (‫ماڈل‬ ‫شاخ‬‫دار‬‫۔‬
‫ٹہنی‬‫دار‬ )
Computer assisted instruction. ( ‫کمپیوٹر‬‫کی‬‫مدد‬
‫سے‬‫ہدایات‬ )
Mathetics.

1. LINEAR MODEL ( ‫لکیری‬‫ماڈل‬ ) OR
EXTRINSIC (‫)بیرونی‬ PROGRAMMING OR
SKINNERIAN TYPE
B.F. Skinner of Harvard University.
Defined by psychologists as “A programmed
material sequence in which each student
proceeds in a straight line through a fixed set
of items”.
Skinner -- small steps -- reinforced ( ‫مزید‬‫تقویت‬ )
or rewarded

Any type of complex behaviour can be taught
through a stimulus response chain.
S R S R
Pressing of lever Buzzer Buzzer
sound Go to food
Hopper.
Pigeons can be taught to dance in intricate
manner
Rats can be taught to run in intricate mazes.
Human beings, reinforce ( ‫مزید‬‫تقویت‬ ).

Features of Linear Programming ( ‫لکیری‬
‫پروگرامنگ‬‫کی‬‫خصوصیات‬ )
Straight line. ( ‫براہ‬‫راست‬‫الئن‬ ) steps of 40 to 50
words “frame”.
Linear arrangement. ( ‫لکیری‬‫انتظام‬ )
Responses are controlled. ( ‫ردعمل‬‫کنٹرول‬ ) “No
choice”
Response is emphasized.( ‫ردعمل‬‫پر‬‫زور‬ )
Feed back is quick. ( ‫باز‬‫فزائش‬َ‫ا‬ )

Features of Linear Programming ( ‫لکیری‬
‫پروگرامنگ‬‫کی‬‫خصوصیات‬ )
Provision for prompt. (‫)اشارہ‬
Cheating is discouraged by not revealing the
answer to the learner. ( ‫دھوکہ‬‫دہی‬‫حوصلہ‬‫شکنی‬ )
It may be used from first grade.
Learner can skip certain frames.
Response are self – constructed.

Limitation of Linear Programming.
Lack of motivation.
Freedom of choice is curtailed.
Costly.
Rothkopf -- key terms are guessed.
Limited areas -- maths and science.
S.L. Pressey and his associates have questioned
the value of linear programming format on the
following grounds.

a. Serial order. The frames are presented in
serial order.
b. Searching of material is not permitted as in
a textbook. Judgemental learning is not
practiced.
c. Linear programming does not permit
differentiation among responses.

7) Students do not contribute for discovery of
answers except to follow a rigid line prescribed
by the programmer.
8) No previous background
9) Learners can see the correct response
without reading the frames.

1. In the first century A.D. Ptolemy, a
Greek astronomer said that the sun and the
other planets move around the earth in
circular paths. According to Ptolemy the
earth is at the C .. .. .. .. ..
(Fill in the blank using 5 more letters) and
the sun and the planets move around it.
Linear Programme.

2. Ptolemy’s theory was based on observing
and believing the apparent motion of the sun
planets and stars around the earth which
seems to be………..
Centre.
3. In the sixteenth century A.D. Copernicus
discovered that the earth is not stationary but
is moving along with other planets around
the sun.
The discovery of Copernicus was that the
earth is ….. (put a word in the blank).
Moving.

4. Ptolemy said that the sun and the planets go
round the earth. But Copernicus proved that
actually the earth and the other planets go round
the sun. We can say that the Ptolemy’s theory is
………….
Moving.
5. Later on another astronomer called Kepler
derived certain laws related to the motion of
planets around the sun. Kepler’s law dealt with
planetary…
Disproved.

6. Kepler proved that the planets do not
move in circular paths around the sun but
they move in elliptical paths around the
sun. According to Kepler the path of any
planet around the sun is……………
Motion.
Elliptical
.

2. BRANCHING ( ‫شاخ‬‫دار‬ ) OR INTRINSIC
(‫)اندرونی‬ OR CROWDERIAN MODEL
Norman A. Crowder, “It is a programme which
adapts to the needs of the students without the
medium of extrinsic device as a computer”.
Learner within himself makes the decision

Features of Branching Model (‫)خصوصیات‬
Material in a frame is larger
Multiple choice questions
1 2 3 4 5

Crowder holds that teaching is communication
(‫)مواصالت‬
Leaner has freedom to choose his own path
Students are more alert and concentrate on the
subject mater
Detection and correction of errors (20%)
Scrambled Book
Concept learning or where the material is given
in larger steps

The role of active response is not central in
intrinsic theory.

Advantages in Branching Programme
1. The bigness of the size of frame as well as
branching reduces unnecessary repetitions and
responding. This saves the amount of the
learning time and reduces fatigue.
2. Remedial frames not only explain the subject
matter further but also reason out why some
other response is not correct.
3. When a programmer knows that the learner’s
entering behaviour differs from each other,
branching programme is more suitable.

Limitations of Branching Model
Learner may guess the correct response.
Infinite branching can not be provided.
Cost of preparation is very high.
The programme needs revision after every two
years.
Programmes are the product of programmer’s
imagination
Branching model can be used after VI grade
It is very difficult to ask question on the whole
matter of frames

Branching Programme.
Page 1.
Addition of fractions:-
Add 1/4 + 3/8
Here the first fraction is 1 part out of 4 parts. The second fraction 3/8 is 3 parts
out of 8 parts. 1/4 can also be expressed as 2 parts out of 8 parts. So now;
1/4+3/8 = 2/8 + 3/8 = 5/8.
Now you will find a problem pick out the answer to the problem and go to
the page number given against the answer.
The problem is add 1/6 + 2/3
Answer 3/9, turn to Pg.3.
Answer 5/6, turn to Pg.5.
If you do not understand turn to Pg.7. End

Page 3.
Your answer is 3/9
You have simply added the numerators and the
denominators of both the fractions.
Your answer is incorrect.
1/6 is one part out of 6 parts.
2/3 is two parts out of three parts. 2/3 can also be
expressed as 4 parts out of 6 parts.
1/6 + 2/3 = 1/6 + 4/6 = ?
End

Page 5.
Your answer on Pg.1 was 5/6; you are quite right.
1/6 + 2/3 = 1/6 + 4/6 = 5/6.
Now do the following problem;
2/5 + 1/3.
Answer 3/8 -turn to Pg 4.
Answer 11/15 -turn to Pg.10.
Answer 3/15 -turn to Pg.13.
End

Page 7.
Your answer on page 1 was “I don’t understand”. We are asking
you to add 1/6 + 2/3. We are asking you to add 1 part out of 6
parts and 2 parts out of 3 parts. These two cannot be added as
such, because in the fraction 1/6, one is divided into 6 parts and
one part is taken. In the fraction 2/3, one is divided into 3 parts
and 2 parts are taken. If we divide one into 6 parts we should
divide 2 into 4 parts, So 2/3 is 4/6.
1/6 + 2/3 = 1/6 + 4/6 = ?
Now return to Pg.1 and choose the right
answer and so on.
End

THANKS

COMPARISON OF LINEAR AND BRANCHING
MODELS OF PROGRAMMING
Sr. No. Unit of presentation Linear Branching
1 Step Size Small Larger
2 No. of Steps Large Small
3 Error-rate 5% 20%
4 Response Constructed Multiple Choice
5 Reinforcement Correctness of
response
Ultimate
correctness

6 Subject matter
suitability
Factual information Broader concepts
7 Paper programme Linear book Scrambled text
8 Cost Cheap More expensive
9 Control of response Controlled by the
programmer
Path of action is
controlled by the
learner
10 Level of response Can be used
for elementary classes
Mechanism to work
is difficult used
after VI grade

Mode of response Rigidity, no freedom Freedom, adapts to the
needs of the learner
Procedure Proceeds in a straight line Proceeding in a straight
line is not necessary.

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