Programmed
Instruction/Lear
ning
Mrs.Remya Jose
Asst.Professor
Introduction
Method
of teaching.
Important innovations in
teaching learning process.
Self instructional technique
for providing individualized
instruction to the learner.
Cont.
The
information to be
learned is presented in
discrete units, with a
correct response to each
unit required before the
learner may advance to
the next unit.
Concept
Carefully
specified
Systematically planned
Empirically established
Skillfully arranged
Effectively controlled
Self instructional technique
Definition
Programmed instruction is a
planned sequence of
experience, leading to
proficiency, in terms of
stimulus- response
relationship.
J. E. Espich and Bill Williams
It
is systematic, step by step self
instructional program aimed to
ensure the learning of stated
behavior.
Gulati and Gulati
It is a method of individualized
instruction, where each student learns
by himself at his own rate. it consists
of elements of new knowledge called
steps which are arranged in a
sequence in such a way that student
can easily learn by himself.(R C DAS )
How does it works???
Thus it is
Highly
individualized instructional
strategy.
Ordered sequence of stimulus items
Each student responds in specific
way.
Employed as a mechanism of
feedback device for improving
teaching efficiency.
Contiiii.
Information
can be imparted to
students in small "doses"
Reinforcement for correct
answers are immediately given.
Making few errors and practicing
mostly correct response.
At the end student achieves what
he is supposed to learn from the
program.
In the days old
Socrates : The first programmer
(Developed a program in Geometry
which was recorded by his disciple
Plato.)
S.S.
Chouhan: author of Textbook
of programmed instruction places
Gita as the 1st programmed text in
the world.
Its Evolution
Emerged
in the beginning of the
20 th century.(American
psychologist)
Sydney L.Pressey (1920s)
originated the PI by inventing the
first teaching machine.
Contd
B.F.Skinner
(1958) popularized it
based on operant conditioning a
behaviorist theory.
Others include
E.L.
THORNDIKE- (first
psychologist)
ROBERT MAGER.
T F GILBERT
LAWRENCE STOLUROW
Objectives of PI
1.
2.
3.
4.
To help students to learn by doing.
To provide the situation to learn at
his own pace.
To help students to learn without the
presence of a teacher.
To present the content in a controlled
manner and in logically related steps.
5. To study by himself and assess his
own performance by comparing it
with the given answer.
6.To manage human learning under
controlled conditions.
7.To present the material in small
pieces.
8.To provide quicker response
CHARACTERISTICS
The
subject matter is broken
down in to small steps called
FRAMES and arranged
sequentially.
Frequent response of the student
is required.
There
is an immediate confirmation
of the right answer or correction of
wrong answers given by the learners
(SELF CORRECTING FEATURE).
The
content and the sequence of the
frames are subjected to actual try out
by students and are revised on the
basis of data gathered by the
programmer. (DIAGNOSTIC
FEATURE)
Each
student progresses at his own
pace without any threat of being
exposed to any humiliation in a
heterogeneous class.
The
assumption about the learner is
clearly stated in the programmed
learning materials.
The
objectives underlying programming
instructions are defined explicitly and in
operational terms.
The
interaction between the learner and the
programme is emphasized in programmed
learning.
Continuous
evaluation is possible by recording
the student's response.
Silent facts about PI
1.
2.
3.
It is not an audio visual device. It
is part of educational technology
It is not a test. It is a new strategy
for teaching and learning
It is not the solution of
educational problems. It is a new
instructional strategy for the
modification of behaviors in the
learners
4. It cannot replace teacher from
the field of teaching but the
teacher can prepare a good
program
5. It requires more creativity and
imaginative efforts to develop
highly individualized instruction.
Types of PI
Linear programming
(EXTRINSIC)
The learner progresses from frame
One to frame two, three, etc., in
an
Un alterable manner,
preplanned sequence.
1.
2
5
LINEAR PROGRAMMING
B.F.
Skinner is the originator of
linear programming.
It is also called a single track
programme./ straight line
programme.
features
Learning
material is presented into a
series of small steps.
Every learner follows the same path in a
linear programme.
The sequence of steps remain unchanged
The learner is expected to compose his
own answer to each question.
The learner is expected to respond actively
to each step or frame.
The responses of the learner get
immediate reinforcement.
2)BRANCHING OR INTRINSIC
PROGRAMMING
Developed by Norman. A.
Crowder, an American technician.
It is not controlled extrinsically by
the programmer.
His approach at the most is
practical.
This type of programme employs
multiple choice response
patterns.
CHARECTERISTICS OF A
BRANCHING PROGRAMME
A frame may contain two or three
related ideas.
Each frame is of relatively bigger
size as compared with the linear
type.
The learner moves forward if his
responses are correct but is diverted
or branched to one or more
remedial frames if he does not give
the correct response.
The
cycle goes on till the learner
passes through the whole
instructional material at his own
pace.
In a branching programme, all
learners do not follow the frame
route. Rather, the route depends
on the response made by the
learner. Thus, learners branch
according to their responses.
Branching programming
1
Test
5
4A
Principles of PI
1.
2.
3.
4.
5.
Principle of Small step
Principle of Active
responding
Principle of Immediate
confirmation(Reinforcement)
Principle of Self pacing
Principle of Student testing
or student evaluation.
Preparation in PI
Teacher:
Programming subject matter.
Organizes and manipulates learning
materials so that the student can instruct
himself.
Organizes the subject matter carefully, in
a logical sequence.
Evaluates and try to improve the
students progress.
Reassessing the usefulness and
improving the learning materials.
Contd
Institution:
Purchasing the materials or program.
Appointing experts and providing
salary.
Assessing the budget.
Learner:
Recognize the area of interest.
Should be motivated to learn.
Recognize the subject where he
needs to develop more knowledge.
Advantages of PI
Enables
student to work at his own
pace.
Helps to develop high efficiency.
Facilitates self evaluation.
Gives individual instruction.
Student is actively involved.
Provided with immediate knowledge
of results.
Physical
presence of the teacher is not
required.
Permits mass teaching.
Require continuous response from the
learner .
Teacher can give explanation in the
classroom if the error is common.
Good
teachers are freed from the
boredom of routine classroom activity.
It helps to improve the quality of
education in general.
It helps a teacher to diagnose the
problems of the individual learner.
Many
emotional and social problems
have been eliminated.
By
presenting the learning material in a
small segments of information (frames),
it makes learning an interesting game in
which the learner is challenged by his
own capabilities.
Disadvantages of PI
Requires
experts on PI.
Preparation is difficult and time
consuming.
Materials may not be available.
Necessitates special educational
competence.
Costs high additional investment and
teachers time, money.
Severely criticized as a threat to
replacing the teacher.
DEVELOPMENT OF
A PROGRAMMED
INSTRUCTION
DEVELOPMENT OF A PI
I PHASE
Evaluatio
nphase
Preparator
y phase
Try out and
revision
phase.
III
IV PHASE
II PHASE
Writing
phase
I -PREPARATORY PHASE
Cont
Selecting a topic(unit).
Writing assumptions about learners.
Specification of objectives in
behavioral forms.
Writing the entry behavior of the
learners.
Developing specific outlines of
the content.
Preparing criterion test
II WRITING PHASE
1. Presentation of materials in
frames.(in sequence from simple to
complex)
2.Editing the draft frames by a team
of experts.
III- TRY OUT AND REVISION
IV- EVALUATION
Any
question
s?
Conclusion
Simulation
Introduction
I hear and I forget.
I see and I remember.
I do and I understand.
(Confucius)
Definition
Simulation
has been
defined a as an attempt
to give appearance and/ to
give the effect of
something else
Barton 1970
It means
Role-playing in which the process
of teaching is displayed artificially
and an effort is made to practice
some important skills of
communication through this
technique. The pupil teacher and
students stimulate the particular
role of person or actual life
situation. The whole program
becomes a training in role
perception and role-playing.
Types of simulation
Written simulation
2. Audio- visual simulation
3. Live stimulated simulation
1.
Instruments used are
Video recording: helps
student develop physical
examination skills eg: CHAD
Simulated patients
Simulation devices
Activities of simulation
Role
play: form of drama
Simulation game
Represents
real life where
learners compete according to a
set of rules, to obtain a set
objectives
Simulation socio drama
A controlled representation
of a piece of reality that
learners manipulate to
better understand the
corresponding real situation
Role of a teacher in
simulation
Mainly three facets:
Planning
2. Facilitating
3. Debriefing
1.
Purposes of simulation
Intended
to help students practice
decision making an problem solving
skills
Achieves cognitive, affective and
psychomotor outcomes be reminded
Provides a chance to apply principles
and theories student have learnt and to
see how and when these principles work
Learn and test various approaches in a
setting where patients cannot be
harmed and wrong decisions can always
be reminded
Simulation Laboratory
Enhances
learning environment
Safe environment
Promotion of patient safety
Budget for equipment and laboratory
space:
Can be extremely expensive
Cost are the manikins, remodeling and
designing of rooms
Training
for faculty
Information technology
Possibly salary
Loyd (2004) suggested , centers
needed designated space, determined
by the number of rooms and equipment
to be used
Phones, microphones and video
equipment needed
Manikins: Clothing, replaceable skins,
body fluids
Medical supplies as bandages, syringes,
hospital beds
Adequate electrical system
Lab
should be self contained
Large rooms with larger
distances between equipments
Cots, cabinets
Thus preparation takes
substantial time, commitment,
comprehensive planning, energy,
participation and institutional
support
Essential to attend national and
regional conferences to set up
such set up
Concept of Fidelity
Fidelity
means The quality of being
faithful or loyal
In
the field of simulation, fidelity refers to
the degree to which a model or simulation
reproduces the state and behavior of a
real world object, feature or condition.
measure of the realism of a model
Degree of similarity
levels in Fidelity
Low
fidelity
Medium fidelity
High fidelity
Opportunities to use simulation
in Nursing education
As
a learning tool simulation
aligns well with the theoretical
and conceptual foundations of
nursing educations
Researchers
recognizes as a
vulnerable general tool for
gaining knowledge
Availability
of high fidelity at
vulnerable cost has resulted in
widespread acquisition and
utilization across the country
Novice
students can practice in a
safe environment
Offers
an innovative approach
Easily integrates into nursing
curricula addressing the needs of
a new generation of nurses and
society
Prompts positive results
However research for
assessment and evaluation of
simulation in nursing education is
still on the process
Above all, development of critical
thinking and competencies in
Value of simulation
Ensures safe nursing practice by
students through bridging the
gap between theory and
practice
2. Effective technique to learn
psychomotor skills
3. Helps to develop critical thinking
abilities and problem solving
skills
4. Provides feedback regarding
1.
5. Role play simulation enables to
empathize with the real life
situation
6. Teacher can easily inculcate
proper attitudes in nursing
students
7. Evaluation of students
Characteristics of
simulation
Mirror
real situations while
providing control over extraneous
variables
Provide a safe environment in
which learning has priority over
patient care or system demands
Focus on application rather than
uncertain recall of knowledge
Provide immediate feedback on
performance
Advantages of
simulation
Actively
engages learners in the
application of knowledge and
skills in realistic situations
Promotes transfer of learning
from the classroom to the clinical
setting
Has consistency in learning
experiences
Motivates learner to learn
Students receives feedback on
Students
learn without harming
the patient
Techniques are fun and
interesting and motives students
to learn
Applies to both slow as well as
fast learners
Learns from the faculty member
who is guiding the simulation
Structured to correct mistakes
Encourages
creative and
divergent thinking
Students see how theories that
sometimes seem dry and boring
can really be useful and
absorbing
Disadvantages of
simulation
Costly
in terms of both time and
money
Cannot be devised in a fraction of
time
Possible that emotions may be
aroused to an undesirable
degree, especially with role play
Not
every instructors feels
comfortable using simulation
strategies
Process and outcomes methods are
not always predictable
Models may easily get damaged
May instill faulty training as its
never same as performing
technique on a patient
Learners may not find the
simulation relevant to their situation
Steps in development
of simulation
Teacher
assigns designation, so
that each individual has the
opportunity to participate.
Includes planning, preparing and
deciding the topic, of the skills to
be practiced
Teachers
plans the schedule in
advance
Teacher decides the procedure of
evaluation
Conducts the practice session on
topics decided
Provide the actor with feedback
on the performances
Last step in simulation involves
the teacher to change and move
on to the next higher skill
Evaluation In simulation
Pre
test and post test
Objective
structured clinical
examination (OSCE)
Debriefing
Conclusion
