Programmed Instructional Material

Jammu University2 Year B.Ed.Paper 202/3Sem: II

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Characteristics of programmed instructionSkinerian program is based on operant

conditioning from behaviourist theory of human behaviour

Crowderian programming or branched programming is based on theory of human training

It is a strategy of developing sequences of developing material in such a way that maximizes the rate and depth of learning foster understanding and provide reinforcement to the learner

In this type of strategy the assumptions are clearly stated which pertain to the level of reading comprehency of the learner his command of vocabulary and background of the subject matter

The instructional objectives underlying the programme are defined in explicit and operational terms

Subject matter is presented in logical steps

Provide immediate feedbackIndividual differences taken care ofContinuous evaluationBased on psychological principles

Basic principles of programmingPrinciples of small stepsPrinciple of immediate confirmationPrinciple of active responseSelf pacingStudent testing

Modification of principles by Edward F.O. DayMandatory principles

Objective specificationEmpirical testing

Individual tryoutSmall group tryoutField try out

Self pacing

Optional principlesOvert respondingImmediate feedbackSmall size stepsSequencingType of responsesError ratePrompting

Definitions Edgar Dale: Programmed learning is a systematic

step by step self instructional program aimed to ensure the learning of stated behaviour.

G.O.M. Leith: Program is a sequence of small steps of instructional material called frames most of which require a response to be made by completing a blank space in the sentence. To ensure that expected responses are given, a system of cueing is applied and each response is verified by the provision of immediate knowledge of results. Such a sequence is intended to be worked at the learners’ own pace as individual self-instruction.

Smith and Moore: Programed instruction is the process of arranging the material to be learnt into a series of sequential steps. Usually it moves the student from a familiar background into a complex and new set of concepts principles and understanding.

It is a Systematic Step By Step Self Instructional Programme.

It is a device which presents an exercise or a problem to a student, inducing him to respond, and revealing to him whether or not his response is correct.

It is a method of designing a reproducible sequence of instructional events to produce a measurable and consistent effect on the behaviour of each and every acceptable student.

Educational programming is the scheduling and control of student behaviour in the learning process.

It is a planned sequence of experiences, leading to proficiency in terms of stimulus response relationship.

Styles/ Types of programmingLinear programmingBranching programmingComputer assisted instructionMathetics

Linear / Extrinsic programmingB. F. Skinner originatorBased on operand conditioning theoryAlso called single track programAccording to Skinner- a creature human or

bird can be lead to a desired behaviour by means of a carefully constructed program consisting of small steps leading logically through the subject matter leading topic to topic, provided each step is reinforced by some kind of favourable experience or reward.

Increment is smallFavorable experiences increase probability of

same response repetitionProcess of rewarding the correct responses to

a stimulus increases the general tendency to give a response

Responses of the learners are controlled by the programmer therefore called extrinsic programming

Principles of linear programmingSmall stepsActive respondingMinimum errorsKnowledge of results

Characteristics of linear programSingle track or straight lineLinear material is presented in series of small

stepsEvery learner follows same pathContent broken in small unitsSequence of steps remain unchangedLearner composes his own answerLearner is expected to response actively

Response is immediately reinforcedSelf pacingMoves slowly but steadily from initial to

terminal behaviourEach unit is called frameProgrammer controls the responsesLearner learns by avoiding errors

Merits of linear programmingImmediate knowledge of result acts as

reinforcementSmall frames bring sub goals within reach of

the learnerRepetition strengthens the responses and

ensures learningEasy nature of program provides successful

experiences to learner

LimitationsDull because of

Subject matter is broken in to small piecesResponding is mechanical and restrictiveLearning process is slow

Use is limited to only some topics and subjectsCramps the imagination of the learner for

creative integrative and judgement learningEncourages guessingDoes not develops discriminating power

Branching or Intrinsic Programming Developed by Norman A. Crowder Branching or intrinsic programming is the one which

adopts the need of the learners without the medium of any extrinsic device such as a computer

It is not controlled extrinsically by the programmer Program is based on intuition Approach is more practical This type of program enjoys multiple response

patterns Learner is required to select right answer out of

several responses presented to him

Characteristics of a branching program A frame may contain 2-3 related ideas or related

sequences Each frame is of bigger size as compared to linear

programming With a view to answer a question the learner has to

arrive at an answer by setting the relationship between one idea and the other by filling up the gaps not fully covered in the frame only then he can select the correct alternative from the multiple choice.

Learner moves forward if the responses are correct but is diverted or branched to one or more remedial frames if he does not gives correct response

Frame explains the matter afresh when the response is not correct. The frames elicit the respondent to give right answer and reveals his previous mistake. Learner then returns to previous frame

The cycle goes on till the learner passes through the whole instructional material at his own pace

Branching programming contains multiple choice of items where the learner selects responses whereas in linear programming responses are constructed.

Assumptions of branching programingLearning takes place better if subject matter is

presented in totalityLearning is better if subject matter is

presented in form of meaning full components or units

Wrong answers do not necessarily hinder the learning of correct answer

Multiple choice item help more in learning process

Based on the possibility of detecting and correcting errors

Basic learning takes place during the learners’ exposure to the new material.

Learning takes place better if the learner is allows to sufficient freedom to take decision for adopting the instruction to his needs.

Merits of Branching/ Intrinsic ProgrammingBig size of frame as well as branching minimizes

unnecessary repetitions and responses thus reducing the amount of learning time and fatigue

The pitfalls and consequences of erroneous logic are usually explained in the remedial frames so that the learner not only gets the correct response but understands why some other responses are not correct.

Instead of simple responses it provides alternatives in the form of multiple choices.

Through its broad framework branching program provides for more freedom to respond and scope of choosing one’s path of learning according one’s need. Thus it helps in maintaining the interest and initiative of the learner.

Branching programming is helpful in development of the power of discrimination of the learner

Helps in development of creativity and problem solving

Limitations of branching/ intrinsic programmingThe multiple choice questions provided in

this programming may lead to guess work on the part of the learner and he may not understand the subject matter

The setting of appropriate multiple choice question is difficult

No branching method can provide infinite branching to take care of all possible needs of every student

Cost of branching program is highNot suitable for small childrenNeeds revision frequentlyDifficult to cover entire subject matterCannot shape behaviour of the individual

learner

Steps in developing programmed instructional materialPeter Pipe has suggested following steps:

Selection of unitAppropriate assumption about learners

entering behavioursAppropriate objectives in behavioural termsPre-requisites knowledge and skill in

behavioural termsPreparing criterion workDeveloping specific out-line of content to be

programmed

John P. DeccecoSelect a unit or topic to be programmed Prepare a content outlineDefining objectives in behavioural termsConstructing and administering test of entering

behaviourConstructing and administering test of terminal

behaviour

Practical steps:Specify goals of learning-objectives in terms

of behavioural outcomesDevise a strategy of learning which would

lead them from entering behaviour to terminal behaviour

Series of frame stimulus response framesEdit frames for accuracyEmpirical tryoutValidation and evaluation