The document discusses various instructional methods including Computer Assisted Learning (CAL), Microteaching, and Problem-Based Learning (PBL). CAL enhances learning through multimedia and has advantages like time-saving and rapid information access, but faces limitations like cost and a lack of human interaction. Microteaching focuses on skill development in a controlled, small-group setting, while PBL emphasizes student-centered learning through problem-solving in groups, fostering skills like critical thinking and self-directed learning.

1. COMPUTER ASSISTED LEARNING

2. DEFINITION
Computer assisted instruction is also called computer based learning and
computer-based training , uses computers to aid in the delivery of multimedia
packages for learning and teaching

3. MODES OF COMPUTER ASSISTED
LEARNING (CAL)
Drill and
Practice
Mode
Tutorial
mode
Laboratory
mode
Case-
simulation
mode
Consultant
role
Manager of
educational
process

4. INSTRUCTIONAL USES OF COMPUTER
Drill and Practice
Tutorial program
simulations
Nursing Research

5. Advantages
It saves time in learning
It performs miracles in processing the performance
data
It helps to determine subsequent activities in the
learning situation
The large amount of information stored in the computer
is made available to the learner more rapidly
The dynamic interaction between the students and the
instructional programme is possible
Limitations
It is prohibitively expensive
Computer inject a non- human quality into educational
programmes
It may ‘dehumanise’ man

6. MICRO TEACHING

7. DEFINITION
Clift et al Bush (1968) Allen
Microteaching is a procedure
which reduces the teaching
situation simpler and more
controlled encounter achieved
by limiting the practice
teaching to as specific skill and
reducing teaching time and
class size
Microteaching as a teacher education
techniques which allows teachers to
apply well-defined teaching skills toa
carefully prepared lesson in a planned
series of five to ten minutes encounters
with a small group of real classroom
students, often with an opportunity to
observe the performance on videotape
Microteaching as a scaled
down teaching encounter in
class size and class time

8. • The number of students is
from 5-10 students
• The duration of period ranges
from 5-20 minutes

9. S.NO CHARACTERISTICS DESCRIPITION
1 MICRO-TEACHING
a) Number of students to be taught
b) Duration of lesson
c) Subject matter to be taught to enable the trainer
d) Number of instructional objectives and the content is kept low
e) Reduces the teaching skill and size of topics
f) Highly individualized training device to prepare effective teacher and
provides feedback for trainers performance
2
TEACHING SKILLS AND
TEACHING STRATEGIES
a) Pre-instructional skills
b) Instructional skills
c) Post-instructional skills
d) feedback
3 SAFE PRACTICE GROUND
Teaching is performed under simulated conditions with a small group, the
trainer is on a safe practice ground
4 THE TEACHING MODELS
The trainer gets many opportunities to study the desired pattern of
behaviour through demonstration given by the supervisor or tape guides,
the trainer can develop his own style
5
THE RESEARCH
LABORATORY
• To optimize the procedure
• Research in modelling and supervising techniques
• Task analysis of teaching act

10. PRINCIPLES
1.Enforcement
2.Practice and drill
3.Continuity
4.Microscopic supervision

11. PROBLEM BASED LEARNING
Problem-based learning (PBL) is a student-
centered approach in which
students learn about a subject by working in
groups to solve an open-ended problem.
This problem is what drives the motivation and
the learning.

12. DEFINITION
• Problem based learning is a conception of knowledge, understanding and
education that is profoundly different from the more usual concept underlying
subject- based learning.
Margetson (1991)
• Problem based learning can be explained as ” the learning that results from
process of working towards the understanding or resolution of a problem”
Barrows (1980)

15. PROBLEM-SOLVING REQUIRES
• Self-directed learning
• Small group learning
• Critical thinking skills
• Integration of different parts
of the curriculum

16. SAVIN-BADEN 1996 LISTED 3 KEY REASONS FOR
PBL
First reason was
developing skills and more
specifically clinical
reasoning skills
Second reason was that
learning should take place
in ‘context’ for the students
Final reason was the
promotion of self- directed
learning

17. PROFESSIONAL BEHAVIOURS IN PBL
Respect
Responsibility
Self-awareness/ Self-evaluation
Communication skills