3731 presentation1.pptx programmed instruction
- 1. Programmed Instruction EDUCATIONAL TECHNOLOGY II COURSE CODE:(3731) PRESENTED TO:DR.TAHIRA BIBI PREPARED BY: FOUZIA MOHSIN SAIMA ALMAS
- 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)
- 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.
- 38. 4:programming techniques Strategies for Effective Instructional Design
- 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 -
- 60. Questions?