12.Steps for Development of programmed instruction.ppt
- 2. Step 1: Selection of Topic or Unit to be perogrammed 1. The programmer should have understanding or mastery of the topic 2. A simple and fundamental approach about the topic 3. The programme length has to be such that desired objectives for the unit can be realized 4. Programmer has strongly influence the choice of the units to be programmed. 5. Selection of the unit to be programmed is logical order or sequence of material 6. Special students needs are also one of the important criterions in selecting a topic for a programme 2
- 3. Step 2: Identification of Objectives • Programmed instruction material is effectively used for achieving six categories of cognitive objectives in Bloom’s taxonomy. Such as: – Knowledge – Comprehension – Application – Analysis – Synthesis and – Evaluation • The objectives decide the level and direction of the instruction. The last three categories are higher order of objectives. 3
- 4. Step 3: Writing Objectives in Behavioural Terms An objectives is a “Statement of collection of words or symbols describing one or more educational intents”. Mager approach is : a)Identify and name the over all behaviour act. b)Define the important conditons under which the behaviour is to occur. c)Define the criterion of acceptable performance. 4
- 5. Step 4: Content analysis and Developing Instructional Sequence • The content is analyzed into units and units are broken down into its elements these units are arranged in logical sequence and elements of a unit are also organized into a learning sequence. Thus, content analysis involves both analysis and synthesis process the authenticity of subject matter has to be ensured. Clarke (1982) suggestions for developing a list of content: – Concentrate on covering all objectives and on developing points in the right order at the right level. – Comments of experts should also be involved for the instructional sequence. 5
- 6. Step 5: Construction of Criterion Test • Criterion referenced testing means such measures of achievement that can be expressed directly in terms of students performance clearly specified educational task, which is used to ascertain an individual status with respect to a well defined behaviour domain (Davise, 1976). • The criterion test is constructed by employing the four steps: Planning, preparing, tryout and evaluation. • Generally criterion test includes objective type items. Every item measures one specific objectives of the programme. It is objective centered rather content centered. In contrast achievement test is generally the content centered. The items are selected and rejected on the basis of difficulty value and discrimination power of the item. • The final draft is prepared and its reliability and validity are estimated. The criterion behaviour are included to measure the terminal behaviours of the programme. 6
- 7. Step 6: Deciding Appropriate Strategy or Paradigm for the Programme The following aspects are considered in finalizing a paradigm for the programme: a) Size of Frame: In deciding the size of a frame age, class level abilities of the students entering behaviour and previous knowledge and understanding are the basis for deciding the size of a frame. b) Mode of Response: In linear programming usually construct responses and in branching programming multiple choice responses are employed. The mode of response is finalized after the consideration of learning objectives, content of the unit and strategy of instruction. c) Types of Prompts: The prompt is the additional or supplementary stimuli for assisting the learner for emitting response. Prompting are used in introductory frames but no prompt is used in testing frame. There should be gradual withdrawal of the prompt. 7
- 8. d) Rule System: A frame consists of rule and example. The rule is given in complete form where as example is incomplete form. The learner has to complete it by emitting a response. d) Provision for Correct Response: A learner to confirm his response by comparing with correct response which is given along with the frame or on the next frame but learner can not copy down easily. 8
- 9. Step 7: Writing Frames and Individual Tryout • Characteristics of Good Frame: A good frame have specific meaning and satisfies the needs of learner. It is stimulating as well as challenging but the response is under the reach of the learner. It has only one correct response for the blank. Similarly good frame produces chain learning and offers adequate prompt. • Four Stages of programme frame: a) Introductory Stage: The purpose of 10 to 15% frames is to introduce the new content by linking the previous one. b) Teaching Stage: The purpose of teaching frame is to impart new knowledge in terms of behavioural objectives, which are heavily prompted by both formal and thematic prompts 60 to 70% c) Practice Stage: These frames are half prompted frames of 15 t0 20% for practicing the teaching content. d) Testing Stage: These frames are unprompted with 15 to 20% design to ascertains the establishment of behaviours. 9
- 10. Step 8: Revising, Editing and Preparation of Final Draft with the help of group tryout • The first draft of the programme is revised after empiricial tryout. From 15 to 40% or more students are selected from target population for the empirical tryout of the programme. Testing student before and after taking a programme provides a baseline against which student performance can be assessed. After this tryout, the frames are again analyzed and the success with which terminal behaviour has been attained as indicated on the criterion test, is determined. At this stage programme may undergo several try outs and revision cycles after revision of the programme editing work is done for preparing the final draft of the programme. • Editing of the programme eliminates the ambiguities and improve the logical sequence of the frames and also examines the proper use of prompts, cues and primes. 10
- 11. Step 7: Evaluation of the programme and Master Validation • The evaluation is done on the basis of empirical evidence obtained from the responses of the sample consists of 50 subjects or more. The same criterion tests is used as pre-test and post-test to ascertain the net gain through the programme material which indicate the level of its effectiveness in terms of some internal and external criteria. 11
- 12. Step 10: Manual of the Programme • When programme is published for class room use, it should be accompanied by a manual which provides the user with adequate information such as terminal behaviour, entering beahviour, detailed description about the programme and its effectiveness, etc. • The developed programme should have flow in the steps and provide the guidelines of the programme along with logical sequence of content structure is validated empirically on the basis of student responses and it should not be difficult and time consuming. In writing frame, main emphasis is given to complete the blank rather than to produce learning conditions. 12
- 13. Characteristics A good manual should have following characteristics 1. Specification of objectives 2. Programme pre-requisite 3. Description of the criterion test 4. Detailed description about the programme 5. Evaluation of the programme 6. Testing condition and student sample 7. Effectiveness of programme 8. Instruction for using the programme 13