SEMINAR REPORT 📝📝📝📖

           Second semester seminar 

              Programmed learning

Programmed learning is an individualized and systematic instructional strategy for classroom learning and self-learning. Since the 1960s, it has emerged as one of the most important innovations in the field of education. Programmed learning received its major impetus from B. F. Skinner and is based on his theory of operant conditioning, according to which learning is best accomplished in small, incremental steps with immediate reinforcement, or reward, for the learner. Therefore, the learning material is broken down into small chunks of information and is followed by a comprehension question to be answered by the learner, who receives immediate feedback with regard to the correctness of the answer. If the answer is correct, the learner may proceed to the next chunk; otherwise he or she must go back to the previous chunk and try it again. Thus, programmed learning is based on the principles of small steps, self-pacing, and immediate feedback.

Styles/Types of programming

          There are three types of programming.

1. Linear Programming.

2. Branching Programming.

3. Mathetics.

Linear Programming:

          The founder of this programming is B.F. Skinner. It is based on theory of operant conditioning. It tells that “A Certain direction can be given to human behavior”, for this purpose activities is needed to divide in small parts and make their analysis.

 Linear programming is based on five fundamental principles-

1. Principles of small step.

2. Principle of Active responding.

3. Principle of immediate confirmation.

4. Principle of self pacing.

5. Principle of student testing.

The assumption behind the linear programming is that student learns better if content is presented in small units, student response if immediately confirmed, results in better learning, student’s error create hindrance in learning. Student learns better in Laissez fairy environment.

Frame size in small steps; include only one element of topic at a time. Each step is complete in itself. It can be taught independently and can be measured independently. Frame structure is based on stimulus-response-reinforcement. There are four types of frames. Introductory frames, Teaching frame, practice frames and testing frames.

Responses in linear programming are structured responses and are controlled by programmer and not by learners. Immediate confirmation of correct responses provide reinforcement, wrong responses are ignored.

It is used for secondary level students, used for achieving lower objectives of learning especially for recall and recognition, useful for student of average and below average intelligence can be used in distance education programme.

Limitations of Linear programming-

1. No freedom for student to response.

2. Based on learning theories which were formulated by experience conducted on animals. A human being is more intelligent, than animals, he has got an intelligent brain.

3. Every learner has to follow the same path; therefore, student may cheat from one another.

4. Wrong responses are avoided in the programme. No remedy is provided for them.

 

Branching programming

The founder of Branching programming is Norman A Crowder. It is based on configuration theory of learning. It is a problem solving approach. It is stimulus centered approach of learning. It is based on three basic principles- 1. Principle of Exposition, 2. Principle of Diagnosis, 3. Principle of remediation.

Assumptions behind this programming are-

A. Student learns better if he is exposed to whole situation or content.

B. Student errors help in diagnosis.

C. Student learns better if remediation is provided side by side.

Frame size is large. There may be a Para or page in the frame. Frame structure is Exposition- Diagnosis- Remediation types. There are two types of frames- Home page (for teaching and diagnosis) & Wrong pages (for remediation). Responses not rigidly structured and responses are selected by learner and not by the programmer. Confirmation of correct responses provides reinforcement. Wrong responses also help in diagnosis of weaknesses of the learner. Remedy is provided on the basis of diagnosed weaknesses of the learner. Error helps in diagnosis of the weaknesses of learner. More than 20% error rate can be accepted. The purpose of Branching programming is to draw out weak points of learner and provide remedy for recovering those weaknesses.

Branching programming is used for secondary as well as higher classes. Higher objectives can be achieved such as multiple discrimination etc. It is useful for students of above average and high intelligence. It can also be used in Distance education programmes.

Limitations of Branching programming

1. It does not consider learning process whether learning is taking place or not. Main emphasis is on diagnosing the weakness of learners and providing remedy to them.

2. There is no sequencing of pages. Student finds it difficult to follow the steps. He does not find it exciting or motivating, therefore he does not want to go through these pages.

3. More emphasis on remediation rather than teaching. Hence, it is only a tutorial approach. 

       Self instructional module 

 An instructional module is a self-contained unit that focuses on a specific learning goal or instructional focus. It usually contains documents, multi-media experiences, discussion boards, and information for the student and groups to use.Instructional modules are learning materials designed primarily for independent or self-study. They may also be used to complement instruction.Modules allow the learners to go through the material at their own pace. They may be used for self-instruction or to complement instruction.