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