Programmed Learning Types 606k45

TYPES OF PROGRAMMED LEARNING -by Twinkle khanna(24)

Programmed learning “Programmed instruction (PI) refers to instructional materials developed in accordance with operant conditioning principles of learning” -- (O‟Day, Kulhavy, Anderson, & Malczynski, 1971) “Programmed instruction is a teaching technique that provides learners with “small, discrete increments of instruction plus immediate reinforcement for correct responses” (Orlich et. al, 2001)

Types

Programmed learning

Linear programming

branching

Mathetics

LINEAR OR EXTRINSIC PROGRAMS B.F SKINNER was the originator of this type(1955) and is related with theory of OPERANT CONDITIONING

In this, a single track or a straight line program is broken into a sequence of steps which remain unchanged and is presented in a series of small steps (frames)

The learner responds actively to each frame and immediate reinforcement is given

The programmer sitting at a distant place controls externally the learner‟s responses and the learner constructs the response

Characteristics of linear program 

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Simple linear machine design 5% rate of error as Programs minimize errors by covering the same material in more than one frame and by prompting student responses. helpful in the modification of the behavior of the learner. It depends on the principle of- small steps, active responding, minimum errors, self pacing and knowledge of results. The students move to the next frame where they receive a response/ on the accuracy of their answer

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Contents are very small, i.e. simple statements plus a question or direct questions Answers are usually filling in the blanks Structural, active and controlled responses Immediate and is in the form of the correct answer Best suited in certain subject areas Effectively used for-small children, slow learners, difficult material and remedial teaching and to inculcate the self-study skill Useful to gain mastery in the subject area by attaining small steps

Frames of linear programs

Limitations of linear programs 

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Lack of motivation No freedom of choice Encourages guess work Difficulty in finding a background No specified role of a teacher

BRANCH OR INTRINSIC PROGRAMS

“Branching or Intrinsic programming is one which adapts the need of the students without a medium of an extrinsic device such as a computer” - NORMAN CROWDER

DIAGRAMMATIC PRESENTATION

CHARACTERISTICS OF BRANCHED PROGRAMS   

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Frame is relatively bigger in size compared to linear programming, It contains two or three related ideas or related sequences, learner has to arrive at the answer by setting the relationship between one idea and the other and by filling up the gaps not fully covered in the frame, It contains multiple choice items where the learner selects the response It is applicable where the information of broader concepts is to be given Rate of error varies according to the program which is usually 20%, It employs three principles: principles of exposition, diagnosis and remediation Student‟s learn better if the whole content is exposed, student‟s errors help in diagnosis and doesn‟t necessarily hinder learning, student‟s learn better if the remediation is provided side by side.

BASIC ASSUMPTIONS 

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Learner learns better if its presented in totality or in the form of meaningful components or units Basic learning takes place during students exposure to the new material Basic learning takes place during the students exposure to the new material Wrong responses do not hinder the learning of a correct response Learning takes place better if a learner is allowed sufficient freedom to take decisions for adapting the instruction to his needs Learning will be better if each response is used to test the success of latest communication to the student and testing is followed by remedial instructions Multiple-choice items help more in learning process than the forced choice single response items.

Procedure For Branching Programs Instructional material divided into „units‟ called FRAMES. Much information, one or two paragraphs or even page is provided in a frame . Thus, such, a frame is quite larger than that employed in linear programming

The learner goes through the frame. After that he is required to respond to multiple choice questions associated with the learning material of the frame. He has to discriminate and choose one right answer

He moves forward if he answers correctly , but is diverted(branched) to one or more remedial frames if he does not. These frames explain the matter afresh , ask him questions to elicit the right answer and reveal his previous mistakes and return him to the original frame

The cycle goes on till the learner es through the whole instructional material at his own place.

MATHETICS 

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Thomas.P.Gilbert is the originator it is the systematic application of reinforcement theory to the analysis and construction of complex behavior repertories usually known as subject-matter mastery, knowledge and skills. Mathetics if applied diligently produces material that exceeds the efficiency of lessons produced by any known method.

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It involves task analysis which may be stated as---description of the task which the learner has to learn, isolation of the required behavior, identification of the conditions under which the behavior occurs and determination and generalization of a criterion of acceptable performance. It involves three principles: Principle of chain, discrimination and generalizations Learning packages are developed in small steps.

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It is divided in the main frames –demonstration, teaching and testing This can be seen in the example below – Example: Program- To find the square of 26 Demonstration frame 1.Multiply the first digit 2 by the next higher consecutive number. 2. Write 76 to the right of the result 3. The square of 26 is 676. Program - To find the square of 21 Teaching frame 1.multiply 2 by 2. 2. Write 41 to the right of 4. 3. The square of 21 is 441. Testing frame Program- what is the square of 25? -------

Linear v/s branching programs Basis

Linear programming

Branching programming

1. propagator

B.F SKINNER

NORMAN A CROWDER

2.Background concept

Operant conditioning

Eclectic

3.Size of steps

Small, 15-25 words

Larger one or two paragraph

4.Number of steps

large

Small

5. Purpose of response

Fixing of learning

Measure of learning

6. Error rate

Less than 5 %

20 % general

7.reinforcement

Correctness of the responses No remedy in case of

Remedial action follows incorrect response

Advantages of programmed learning • • • • • • •

Individualized Instruction Logical Sequence of material (Small Steps) Interaction between the learner and the program Immediate Knowledge of results Organized nature of Knowledge Learners Own Speed (Self Pacing) Constant Evaluation

Disadvantages of programmed learning • • • •

Not a Test Not an Audio Visual Aid No Chances for Real Objects There is no equality (gifted will learn soon when compare to slow learners) • There is no Love and concern • There are less auditory communication in PLM • Personal values of the students can not be evaluated

references 

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S.K MANGAL , UMA MANGAL ;Essentials of Education Technology , Delhi :PHI learning Pvt Limited ,2009 SKINNER, B.F.; Technology Of Teaching , New York: Appleton Century Crofts,1955 SKINNER, B.F.;” Programmed instruction revisited” The Phi Delta Kappan, Vol. 68, No. 2 (Oct., 1986), pp. 103-110 FATHIMA, SHAIKH; “ Thinking of Programmed Instructional Design: Need of Today’s Learner” International Journal of Modern Engineering Research (IJMER) Vol.3, Issue.2, March-April. 2013 pp-1056-1060