Education Technology: Program Instruction or Learning

EDUCATIONAL TECHNOLOGY

( ٹیکنلوجی (ایجوکیشنلProgrammed Learning ( / / پروگرام انسٹرکشن پروگرام ہدایت منصوبہ

(سیکھنا

Programmed Learning / Instruction ( / پروگرام ہدایت منصوبہسیکھنا / پروگرام :(انسٹرکشن

Pre-industrial phases ( صنعتی از قبل(مراحلVienna in 1873 in which an exhibit from American school with maps, charts, textbooks and other equipment won the admiration of people.1900 industry a mass production technology.The hardware projectors, TV and other instructional materials

Programmed Instruction( ہدایت (منصوبہ

Impact of Present Trends ( رحجانات ہموجوداثرات ےک )

TV - four instructional types:Broadcast on an educational channel ( ایک

نشر پر چینل (تعلیمیBroadcast on commercial channel ( چینل تجارتی

نشر (پرClose circuit tv ( وی ٹی سرکٹ (بندCompton type in which filmed lecturers are distributed via closed circuit medium as replacement for class room teachers.


Teaching machines ( are of five (درسمشینیں types:1) Individual reading material. ( مواد (انفرادی2) Individual Viewing and listening equipment ( سامان کا سنن اور دیکھن ےانفرادی ے )3) Language laboratory. ( یں گا تجرب ہزبان ہ )4) Programmed Printed Material. ( پروگرام

مواد (پرنٹیڈ5) Teaching machines of the Skinner or Pressey type ( یا Pressey سکنر مشینیں درسکی ک ےقسم )


TECHNOLOGY IN EDUCATION ( میں تعلیم(ٹیکنالوجیThe teacher employs visual aids, including overhead projector, films, film loops, audio-equipment, tape recorder and language laboratory. The teacher uses teaching aids in a more scientific manner, taking care to structure and evaluate this teaching.Objective is to improve the learning teaching process with the use of E.T. First developed USA Program Learning


Programmed instruction can be defined “as a process of arranging material to be learned in a series of small steps designed to lead a learner through self instruction ( دایات ہخود ) from what he knows to the unknown of new and more complex knowledge and principles.” Socrates developed a programme in geometry which was recorded by Plato in the dialogue Menu. ‘Gita’ as the first programmed text.


The first psychologist whose findings bear direct relevance to programming is E.L. Thorndike (1874 – 1949). “Law of Effect”. “ اثر

قانون ”کاSydney L. Pressey - teaching - multiple choice items. ( اشیاء پسند زیاد س (ایکB.F. Skinner operant conditioning, Programmed Instruction. ( انسٹرکشن (پروگرام


BASIC PRINCIPLES OF PROGRAMMING. ( بنیادی پروگرامنگکی(اصولPrinciple of small steps. “frame”. (“ "فریم

اصول کا اقدامات ےچھوٹ )Principle of immediate confirmation. ( فوری

اصول تصدیق پر (طورPrinciple of active responding ( کا جواب فعال(اصولSelf-practicing. ( خود (مشقStudent testing. ( جانچ کی علم (طالب


MODIFICATION OF PRINCIPLES ( ��م��ی��م��ر�ت ��ں��ی��م ��ں��و��ل��و��ص�(اProf. Edward F. O. Day has classified Principles.

ہے بندی درجہ أ�صوله و دن �و �یف �یڈورڈ پروفیسرA. MANDATORY PRINCIPLES. ( الزمی(اصولB. OPTIONAL PRINCIPLES ( اختیاری(اصول


A. Mandatory Principles. ( اصول (الزمی1) Objective Specification: behavioral terms ( رویکیشرائط -- (مقصدکیتفصیالت2) Empirical Testing: ( ٹیسٹنگ آ�خباخت ) empirically tested material. Three phases. ( مراحل (تینIndividual Try out. ( آزمائیں (انفرادیSmall group try out. ( &&ک&و گ&ر&&&و&&ہ& س&&&&ے&& چ&&ھ&و&&ٹ&&ے&&(آزمائیںField try out. (tryout قطعہ)3) Self Pacing

Programmed Instruction( ہدایت (منصوبہOPTIONAL PRINCIPLES ( اصول (اختیاری1) Overt responding ( جواب (واضحActive involvement ( جواب پر طور (فعال2) Immediate feedback ( رائ کی پر طور (فوری3) Small step size. ( اقدامات (چھوٹFeatures of programmed instructional material. (خصوصیات)Sequence (تسلسل)Type of response. ( قسم کی (جوابError rate : ( شرح کی (خرابی5% error in linear programme. branching programme is higher than linear (20%).Prompting : (اشار)


STYLES OF PROGRAMMING ( ��ں��ی��ز��ر��ط ��ک�ی ��گ��ن��م��ا��ر��گ��و��ر�(پProgrammed material can be presented either in book form or through a machine in the following conventional styles.Linear model of programming. ( ماڈل (لکیریBranching model of programming. (ماڈل

دار نی ٹ دار ہشاخ ۔ )Computer assisted instruction. ( مدد کی کمپیوٹر

دایات ہس ے )Mathetics.


1. LINEAR MODEL ( ماڈل OR (لکیریEXTRINSIC (بیرونی) PROGRAMMING OR SKINNERIAN TYPEB.F. Skinner of Harvard University. Defined by psychologists as “A programmed material sequence in which each student proceeds in a straight line through a fixed set of items”. Skinner -- small steps -- reinforced ( ��د��ی��ز��م or rewarded (تقویت


Any type of complex behaviour can be taught through a stimulus response chain.S R S RPressing of lever Buzzer Buzzer sound Go to food Hopper.Pigeons can be taught to dance in intricate mannerRats can be taught to run in intricate mazes. Human beings, reinforce ( تقویت .(مزید


Features of Linear Programming ( لکیری(پروگرامنگکیخصوصیات

Straight line. ( الئن راست ہبرا ) steps of 40 to 50 words “frame”. Linear arrangement. ( انتظام (لکیریResponses are controlled. ( کنٹرول No“ (ردعملchoice”Response is emphasized.( زور پر (ردعملFeed back is quick. ( اَفزائش (باز


Features of Linear Programming ( لکیری(پروگرامنگکیخصوصیات

Provision for prompt. (شارہ�)Cheating is discouraged by not revealing the answer to the learner. ( شکنی حوصل ی د ہدھوک ہ ہ )It may be used from first grade. Learner can skip certain frames.Response are self – constructed.


Limitation of Linear Programming.Lack of motivation. Freedom of choice is curtailed. Costly. Rothkopf -- key terms are guessed.Limited areas -- maths and science.S.L. Pressey and his associates have questioned the value of linear programming format on the following grounds.


Limitation of Linear Programming.a. Serial order. The frames are presented in serial order.b. Searching of material is not permitted as in a textbook. Judgemental learning is not practiced.c. Linear programming does not permit differentiation among responses.


Limitation of Linear Programming.7) Students do not contribute for discovery of answers except to follow a rigid line prescribed by the programmer.8) No previous background 9) Learners can see the correct response without reading the frames.


1. In the first century A.D. Ptolemy, a Greek astronomer said that the sun and the other planets move around the earth in circular paths. According to Ptolemy the earth is at the C .. .. .. .. .. (Fill in the blank using 5 more letters) and the sun and the planets move around it.

Linear Programme.

Programmed Instruction( ہدایت (منصوبہ2. Ptolemy’s theory was based on observing and believing the apparent motion of the sun planets and stars around the earth which seems to be………..

Centre.

3. In the sixteenth century A.D. Copernicus discovered that the earth is not stationary but is moving along with other planets around the sun. The discovery of Copernicus was that the earth is ….. (put a word in the blank).

Moving.


4. Ptolemy said that the sun and the planets go round the earth. But Copernicus proved that actually the earth and the other planets go round the sun. We can say that the Ptolemy’s theory is ………….

Moving.

5. Later on another astronomer called Kepler derived certain laws related to the motion of planets around the sun. Kepler’s law dealt with planetary…

Disproved.


6. Kepler proved that the planets do not move in circular paths around the sun but they move in elliptical paths around the sun. According to Kepler the path of any planet around the sun is…………… Motion.

Elliptical.


2. BRANCHING ( ��ر��ا�د ��خ��ا�� OR INTRINSIC (شOR CROWDERIAN MODEL (اندرونی)Norman A. Crowder, “It is a programme which adapts to the needs of the students without the medium of extrinsic device as a computer”.Learner within himself makes the decision


Features of Branching Model (خصوصیات)Material in a frame is larger Multiple choice questions 1 2 3 4 5


Features of Branching Model (خصوصیات)Crowder holds that teaching is communication (مواصالت)Leaner has freedom to choose his own pathStudents are more alert and concentrate on the subject materDetection and correction of errors (20%)Scrambled BookConcept learning or where the material is given in larger steps


Features of Branching Model (خصوصیات)The role of active response is not central in intrinsic theory.


Advantages in Branching Programme1. The bigness of the size of frame as well as

branching reduces unnecessary repetitions and responding. This saves the amount of the learning time and reduces fatigue.

2. Remedial frames not only explain the subject matter further but also reason out why some other response is not correct.

3. When a programmer knows that the learner’s entering behaviour differs from each other, branching programme is more suitable.


Limitations of Branching ModelLearner may guess the correct response.Infinite branching can not be provided.Cost of preparation is very high.The programme needs revision after every two years.Programmes are the product of programmer’s imaginationBranching model can be used after VI gradeIt is very difficult to ask question on the whole matter of frames

Programmed Instruction( ہدایت (منصوبہBranching Programme.

Page 1.Addition of fractions:-Add 1/4 + 3/8Here the first fraction is 1 part out of 4 parts. The second fraction 3/8 is 3 parts out of 8 parts. 1/4 can also be expressed as 2 parts out of 8 parts. So now; 1/4+3/8 = 2/8 + 3/8 = 5/8.Now you will find a problem pick out the answer to the problem and go to the page number given against the answer.The problem is add 1/6 + 2/3 Answer 3/9, turn to Pg.3. Answer 5/6, turn to Pg.5.If you do not understand turn to Pg.7. End


Page 3.Your answer is 3/9You have simply added the numerators and the denominators of both the fractions. Your answer is incorrect.1/6 is one part out of 6 parts.2/3 is two parts out of three parts. 2/3 can also be expressed as 4 parts out of 6 parts.1/6 + 2/3 = 1/6 + 4/6 = ?Now return to page 1.

End


Page 5.Your answer on Pg.1 was 5/6; you are quite right.1/6 + 2/3 = 1/6 + 4/6 = 5/6.Now do the following problem;2/5 + 1/3.Answer 3/8 -turn to Pg 4.Answer 11/15 -turn to Pg.10.Answer 3/15 -turn to Pg.13.

End


Page 7.Your answer on page 1 was “I don’t understand”. We are asking you to add 1/6 + 2/3. We are asking you to add 1 part out of 6 parts and 2 parts out of 3 parts. These two cannot be added as such, because in the fraction 1/6, one is divided into 6 parts and one part is taken. In the fraction 2/3, one is divided into 3 parts and 2 parts are taken. If we divide one into 6 parts we should divide 2 into 4 parts, So 2/3 is 4/6.1/6 + 2/3 = 1/6 + 4/6 = ?Now return to Pg.1 and choose the right answer and so on.

End


THANKS

Programmed Instruction( ہدایت (منصوبہCOMPARISON OF LINEAR AND BRANCHING MODELS OF PROGRAMMINGSr. No. Unit of

presentation Linear Branching

1 Step Size Small Larger

2 No. of Steps Large Small

3 Error-rate 5% 20%

4 Response Constructed Multiple Choice

5 Reinforcement Correctness of

response

Ultimate

correctness



6 Subject matter suitability

Factual information

Broader concepts

7 Paper programme

Linear book Scrambled text

8 Cost Cheap More expensive

9 Control of response

Controlled by the programmer

Path of action is controlled by the learner

10 Level of response

Can be used for elementary classes

Mechanism to work is difficult used after VI grade



Mode of response Rigidity, no freedom Freedom, adapts to the needs of the learner

Procedure Proceeds in a straight line

Proceeding in a straight line is not necessary.