Programmed Learning in Indian Education
The Basic idea of programmed learning is that the most efficient, pleasant and permanent learning take place when the students proceeds through a courses by a large number of small, easy to take steps.
Origin of Programmed learning.
The origins of programmed learning are not essentially new. socrates may be regarded as one of the earliest programmers who developed a programme in Geometry. it was recorded by Plato in the dialogue, MEMO. socrates used to guide his followers to knowledge by conducting them conversationally along a path from fact to fact and insight to insight. some educators hold the 'Gita' as the first programmed text in the world. it has all the ingredients of programming; initial behaviour, small steps, active participation, terminal behaviour, immediate knowledge and self-evaluation by the learner.
Programming in recent times.
The method of programmed learning or programmed instruction as it is often called today emerged in the efforts of American psychologists during the second decade of the present century. E.L. Thorndike (1874-1949) was the first psychologist whose findings bear direct relevance to programming.
programmed learning is related to the 'Law of Effect' as explained by Thorndike. Sidney L.Pressey, a psychologist of Ohio state university, is credited for developing in the middle 1920's practical machines which could teach as well as test. the teaching machines as developed by Pressey present a series of questions to a student and inform him immediately whether his response is right or wrong.
in 1943, Skinner and his two other colleagues started programming by teaching a pigeon to roll a small bowling ball by operant conditioning. by 1954, Skinner and James G. Holland devised the auto-instructional methods which have served the present generation as the basis for present work in programmed instruction.
In Skinnerian programmed instruction whether mechanised or otherwise the learner is initially asked question which he can easily answer correctly without any previous study of the particular lesson. he is asked more and more as the lesson proceeds in very small steps.
In 1955, Norman A. Crowder developed what he calls ''automatic tutoring by intrinsic programming'' as against ''extrinsic programming'' developed by Skinner.
in 1958 Robert Mager gave a new concept known as ''learner controlled instruction'' which is a kind of socratic dialogue in reverse, in which the learner led the instructor. the instructor remains silent until the learner himself stimulates the instructor with questions that suggested the needed illustrations, demonstrations, practice or some other help.
In 1965 Rothkopf suggested a term ''Mathemagenics.'' mathemagenic behaviour involves three characteristic activities :
1. the transformation of a nominal stimulus into an effective stimulus. (which is to take place within the organism);
2.Some form of elaboration (which, for instance, may take the form of echoic responses) and
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3. processes exemplified by problem solving and inductive reasoning.
these activity must take place before any learning can occur.
Rothkopf points out that as the learner reads a text, he experiments with an internalises various kinds of mathemagenic behaviours. the test questions that learners encounters sort out and extinguish those behaviours which were not effective.
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Main Characteristics of programmed learning.
1. it is a process of contructing sequences of instructional material in a way that the rate and depth of learning are maximised, understanding is fostered and the motivation of the students is enhanced.
2. Assumptions about the learner are clearly stated and put definite terms in a programmed learning type of situation. these assumptions may relate to the particular level of reading competence of the learner, his command of vocabulary and his background in the subject-matter.
3. the objectives underlying the programmed and defined in explicit and operational terms. this makes the terminal behaviour desired to be built up through the programme measurable and observable.
4.the subject matter is presented by breaking into small steps in a logical sequence. the small steps stress the gradual nature if the increase in complexity and the smoothness of the transition from one item to the next. information grows in depth. changes occur in quality and quantity.
5. programmed learner emphasises the interaction between learner and the programme.
6.the learner is made to respond actively by asking to fill in the blank, count the number of coins in a row or complete a series of numbers. for doing it correctly the students receives enforcement and establishes a pattern of stimulus-response interaction.
7. A programmed instructional sequence takes into consideration the initial behaviour of the learner with which it starts and the terminal subject matter competence which the learner is to achieve.
8. A programmed test provides for immediate feedback information.
this is based on the theory of reinforcement which emphasises that the learner learns from the sequence of responding and not from the making of response itself.
9. the learner progresses at his own pace.
10. it takes care of the fact that there are even differences in the rate at which an individual learner learns various kinds od subject matter.
11. it enhances the capacity of the learner to discriminate or to generalise by frequent application and thus offers the learner an interesting and challenging prospect.
12. it provides for constant evaluation through the record of learner's responses. the quality of the programme can be improved through checking the number of errors at each step and the learner's progress can be evaluated by looking into various types of response produced by the learner.
13. it is based strictly on the behaviouristic principles of psychology. a fair amount of stress is given the handling of various cues in the learning process.
14. A learner moves in a very specific way as opposed to traditional procedures of teaching where the learner moves in a very general way.
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