2. Outline
What is programmed instruction?
Contributors of programmed instruction
Basic Considerations in Programmed instruction
Programming techniques
Role of teacher and programmed instruction
Conclusion
References
3. 1:What is programmed instruction
Programmed instruction is the process of arranging the
material to be. learned into a series of sequential steps,
usually it moves the students from. a familiar
background into a complex and new set of concepts,
principles. and understanding.
9. Methods of Programmed Instruction
Linear Programming
Branching Programming
Feedback Systems
Computer-Assisted Instruction (CAI)
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19. Principles of Programmed Instruction
Self-paced learning
Small, incremental steps
Immediate feedback
Active learner participation
20. Advantages of Programmed Instruction
Increased retention
Individualized learning
Cost-effective
Flexibility in learning schedules
21. Challenges and Limitations
Lack of Flexibility
Limited Interactivity:
Dependency on Technology:
Difficulty in Complex Topics.
Overemphasis on Memorization:.
Limited Feedback Mechanisms.
Resource Intensive:
Resistance from Educators:
Accessibility Concerns:.
Maintenance and Updates
22. Future Trends
Personalized Learning Paths:
Interactive and Immersive Experiences.
Gamification and Microlearning: Mobile and On-Demand Learning:
Data-Driven Decision Making
Continuous Professional Development.
Ethical and Responsible Use of Technology:
Integration with Emerging Technologies:
23. 2:Contributors of Programmed
Instructions
Programmed instruction, a teaching method developed
primarily in the mid-20th century, has seen contributions from
several key figures
24. B.F. Skinner
A prominent psychologist, Skinner is often considered the
father of programmed instruction. He developed the
concept of operant conditioning and introduced the idea of
teaching through carefully designed sequences of material
that allow for self-paced learning
25. Sidney L. Pressey
An educational psychologist, Pressey is credited with
creating one of the earliest forms of programmed
instruction in the 1920s. He invented the "teaching
machine," which allowed students to interact with
programmed materials and receive immediate feedback.
26. Robert Glaser
A cognitive psychologist, Glaser made significant
contributions to programmed instruction by emphasizing
the importance of cognitive processes in learning. He
focused on the design of instructional materials that
promote active engagement and meaningful learning.
27. Benjamin S. Bloom
Bloom's taxonomy of educational objectives provided a
framework for designing instructional materials in
programmed instruction. His taxonomy categorized
learning objectives into cognitive domains, guiding the
development of materials that promote different levels of
learning.
28. Robert M. Gagné
A key figure in the field of instructional design, Gagné
made significant contributions to programmed
instruction through his research on instructional
strategies and learning hierarchies. His work laid the
foundation for systematic approaches to designing
instructional materials.
29. Fred S. Keller
Keller, a student of Skinner, further developed
programmed instruction through his work on the
Personalized System of Instruction (PSI). PSI
emphasized self-paced learning and mastery of material
before progressing to the next stage. Keller's ideas
greatly influenced the field of education.
30. 3:Basic considerations in programmed instruction
Programmed instruction involves careful planning and
design to ensure effective learning experiences for
students.
31. Clear Objectives:
Clearly defined learning objectives are essential for
designing programmed learning materials. These
objectives guide the selection and organization of
content, ensuring that the material aligns with desired
learning outcomes.
32. Sequential Presentation
Content should be organized in a logical sequence, with
each concept building upon previous ones. The material
should progress from simple to complex, allowing
learners to master foundational concepts before moving
on to more advanced topics.
33. Immediate Feedback
Programmed learning often incorporates immediate
feedback mechanisms to reinforce learning. Learners
receive immediate feedback on their responses, allowing
them to assess their understanding and correct errors in
real-time.
34. Self-Paced Learning
One of the key features of programmed learning is its emphasis on
self-paced learning. Learners progress through the material at their
own speed, allowing for individualized learning experiences and
accommodating different learning styles and abilities.
35. Adaptability
Programmed learning materials should be adaptable to
accommodate the diverse needs of learners. This may
involve providing alternative pathways through the
material, offering additional support for struggling
learners, or challenging advanced learners with
supplementary content.
36. Accessibility
Programmed learning materials should be accessible to
all learners, regardless of their background or abilities.
This may involve providing alternative formats, ensuring
compatibility with assistive technologies, and
addressing potential barriers to learning.
37. Motivation
Maintaining learner motivation is crucial for effective
programmed learning. Design elements such as clear
goals, meaningful content, and rewards for progress can
help keep learners engaged and motivated to continue
learning.
39. Branching
Branching programming allows for flexibility in the
sequence of instruction based on learners' responses.
Learners may be presented with decision points or
alternate paths, depending on their answers to questions
or prompts, allowing for personalized learning
experiences.
40. Repetition and Reinforcement
Concepts and skills are reinforced through repetition
and practice exercises. Learners engage in drill-and-
practice activities to strengthen their understanding and
retention of the material.
41. Step-by-Step Progression
Instructional materials are organized into small,
sequential steps, with each step building upon the
previous one. Learners progress through the material at
their own pace, moving on to the next step only after
demonstrating mastery of the current step.
42. Self-Testing:
Learners are presented with questions, problems, or
exercises throughout the instructional material to assess
their understanding and retention of key concepts.
Immediate feedback is provided to reinforce correct
responses and correct misconceptions.
43. Gradual Complexity
Instructional materials are structured to gradually
increase in complexity, starting with basic concepts and
progressing to more advanced topics. This gradual
increase in difficulty helps learners build upon their
existing knowledge and skills.
44. Scaffolding
Scaffolding techniques are used to support learners as
they work through the instructional material. This may
involve providing additional support, guidance, or hints
to help learners overcome challenges and achieve
success.
45. Adaptive Learning
Some programmed instruction materials incorporate
adaptive learning algorithms that adjust the difficulty or
pace of instruction based on learners' performance. This
personalized approach allows learners to receive tailored
instruction that meets their individual needs and
abilities.
46. Feedback Mechanisms
Immediate feedback is provided to learners after each
response, allowing them to assess their progress and
correct errors in real-time. Feedback may include
explanations, hints, or corrective feedback to guide
learners' understanding.
47. Multimedia Integration
Visual aids, multimedia elements, and interactive
simulations are often used to enhance understanding
and engagement. These elements help learners visualize
abstract concepts and make connections between
different ideas.
48. Mastery Learning
Mastery learning principles are applied to programmed
instruction, emphasizing the importance of ensuring that
learners achieve mastery of each concept before
progressing to the next. Mastery-based approaches
promote deeper understanding and long-term retention
of material.
49. 5:Role of teacher in
programmed instruction
Facilitating Learning in a Programmed
Environment
50. Motivating and Engaging Students:
Teachers play a crucial role in motivating and engaging
students in their learning. They create a supportive
learning environment, foster a positive attitude towards
learning, and help students see the relevance and
importance of the material they are studying.
51. Curriculum Designer
Teachers may be involved in designing or selecting
programmed instruction materials that align with
curriculum objectives and student needs. They may
collaborate with instructional designers to ensure that
the materials effectively address learning objectives and
are appropriate for the target audience.
52. Implementation Support
Implementation Support: Teachers play a crucial role in
implementing programmed instruction in the classroom.
They introduce students to the materials, provide
guidance on how to use them effectively, and establish
routines for self-paced learning.
53. Monitoring Progress
Teachers monitor students' progress through
programmed instruction materials, tracking their
completion of units or modules and assessing their
mastery of concepts. They may use data from student
performance to identify areas where additional support
or intervention is needed.
54. Providing Feedback
While programmed instruction often incorporates
immediate feedback mechanisms, teachers also provide
feedback and support to students as they work through
the materials. They clarify misunderstandings, answer
questions, and offer encouragement to keep students
motivated.
55. Individualized Support
Teachers provide individualized support to students who
may require additional assistance or enrichment. They
offer one-on-one or small group instruction to address
specific learning needs and help students navigate the
material effectively.
56. Facilitating Discussions
Despite the self-paced nature of programmed
instruction, teachers may facilitate discussions or group
activities to reinforce learning, encourage peer
interaction, and promote deeper understanding of
concepts.
57. Adapting Instruction
Based on ongoing assessment and observation,
teachers may adapt their instructional strategies to
better meet the needs of their students. They may modify
the pace, content, or format of programmed instruction
materials to accommodate diverse learning styles and
abilities.
58. Conclusion
Programmed instruction is based on the assumption that
the individual student learns according to his own pace,
needs and capabilities. It is student-centred and
encourages each student to work at his own speed.
Individualised instruction is brought about through self-
paced workbooks, branching/scrambled books.
59. References
"Programmed Instruction: An Introductory Guide" by Leonard S. Bobrow -
"Programmed Learning and Educational Technology" by Fred S. Keller and William N.
Schoenfeld
"Teaching Machines and Programmed Learning: A Source Book" edited by Sidney L. Press
"The Technology of Teaching" by B.F. Skinner - B.F. Skinner, a pioneer in the field of
behaviorism,
"Programmed Learning: A Practical Guide for the Trainer" by E.M. Epps and R.C. Bowen -
"Programmed Instruction in Online Learning Environments" by Thomas H. Anderson and
Jeremy R. Sullivan
"Programmed Learning Aid for Introduction to Psychology" by Jerome L. Myers and Arnold
P. Goldstein -
