12.Steps for Development of programmed instruction.ppt

Education

1. Steps for
Development of
Programmed
Instruction

2. Step 1: Selection of Topic or Unit to be
perogrammed
1.The programmer should have understanding or mastery of the
topic
2.A simple and fundamental approach about the topic
3.The programme length has to be such that desired objectives
for the unit can be realized
4.Programmer has strongly influence the choice of the units to
be programmed.
5.Selection of the unit to be programmed is logical order or
sequence of material
6.Special students needs are also one of the important criterions
in selecting a topic for a programme
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3. Step 2: Identification of Objectives
•Programmed instruction material is effectively used for
achieving six categories of cognitive objectives in Bloom’s
taxonomy. Such as:
–Knowledge
–Comprehension
–Application
–Analysis
–Synthesis and
–Evaluation
•The objectives decide the level and direction of the instruction.
The last three categories are higher order of objectives.
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4. Step 3: Writing Objectives in Behavioural Terms
An objectives is a “Statement of collection of words or
symbols describing one or more educational intents”.
Mager approach is :
a)Identify and name the over all behaviour act.
b)Define the important conditons under which the
behaviour is to occur.
c)Define the criterion of acceptable performance.
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5. Step 4:Content analysis and Developing Instructional
Sequence
•The content is analyzed into units and units are broken down
into its elements these units are arranged in logical sequence
and elements of a unit are also organized into a learning
sequence. Thus, content analysis involves both analysis and
synthesis process the authenticity of subject matter has to
be ensured. Clarke (1982) suggestions for developing a list
of content:
–Concentrate on covering all objectives and on developing
points in the right order at the right level.
–Comments of experts should also be involved for the
instructional sequence.
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6. Step 5: Construction of Criterion Test
•Criterion referenced testing means such measures of achievement that
can be expressed directly in terms of students performance clearly
specified educational task, which is used to ascertain an individual status
with respect to a well defined behaviour domain (Davise, 1976).
•The criterion test is constructed by employing the four steps: Planning,
preparing, tryout and evaluation.
•Generally criterion test includes objective type items. Every item
measures one specific objectives of the programme. It is objective
centered rather content centered. In contrast achievement test is
generally the content centered. The items are selected and rejected on
the basis of difficulty value and discrimination power of the item.
•The final draft is prepared and its reliability and validity are estimated.
The criterion behaviour are included to measure the terminal behaviours
of the programme.
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7. Step 6: Deciding Appropriate Strategy or Paradigm for the
Programme
The following aspects are considered in finalizing a paradigm for
the programme:
a)Size of Frame: In deciding the size of a frame age, class level abilities
of the students entering behaviour and previous knowledge and
understanding are the basis for deciding the size of a frame.
b)Mode of Response: In linear programming usually construct responses
and in branching programming multiple choice responses are employed.
The mode of response is finalized after the consideration of learning
objectives, content of the unit and strategy of instruction.
c)Types of Prompts: The prompt is the additional or supplementary
stimuli for assisting the learner for emitting response. Prompting are
used in introductory frames but no prompt is used in testing frame.
There should be gradual withdrawal of the prompt.
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8. d)Rule System: A frame consists of rule and example.
The rule is given in complete form where as
example is incomplete form. The learner has to
complete it by emitting a response.
d)Provision for Correct Response: A learner to
confirm his response by comparing with correct
response which is given along with the frame or on
the next frame but learner can not copy down easily.
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9. Step 7: Writing Frames and Individual Tryout
•Characteristics of Good Frame: A good frame have specific
meaning and satisfies the needs of learner. It is stimulating as
well as challenging but the response is under the reach of the
learner. It has only one correct response for the blank.
Similarly good frame produces chain learning and offers
adequate prompt.
•Four Stages of programme frame:
a)Introductory Stage: The purpose of 10 to 15% frames is to introduce the
new content by linking the previous one.
b)Teaching Stage: The purpose of teaching frame is to impart new knowledge
in terms of behavioural objectives, which are heavily prompted by both
formal and thematic prompts 60 to 70%
c)Practice Stage: These frames are half prompted frames of 15 t0 20% for
practicing the teaching content.
d)Testing Stage: These frames are unprompted with 15 to 20% design to
ascertains the establishment of behaviours.
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10. Step 8: Revising, Editing and Preparation of
Final Draft with the help of group tryout
•The first draft of the programme is revised after empiricial tryout.
From 15 to 40% or more students are selected from target
population for the empirical tryout of the programme. Testing
student before and after taking a programme provides a baseline
against which student performance can be assessed. After this
tryout, the frames are again analyzed and the success with which
terminal behaviour has been attained as indicated on the criterion
test, is determined. At this stage programme may undergo several
try outs and revision cycles after revision of the programme editing
work is done for preparing the final draft of the programme.
•Editing of the programme eliminates the ambiguities and improve
the logical sequence of the frames and also examines the proper use
of prompts, cues and primes.
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11. Step 7: Evaluation of the programme and
Master Validation
•The evaluation is done on the basis of empirical evidence obtained from
the responses of the sample consists of 50 subjects or more. The same
criterion tests is used as pre-test and post-test to ascertain the net gain
through the programme material which indicate the level of its
effectiveness in terms of some internal and external criteria.
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12. Step 10: Manual of the Programme
•When programme is published for class room use, it should be
accompanied by a manual which provides the user with
adequate information such as terminal behaviour, entering
beahviour, detailed description about the programme and its
effectiveness, etc.
•The developed programme should have flow in the steps and
provide the guidelines of the programme along with logical
sequence of content structure is validated empirically on the
basis of student responses and it should not be difficult and
time consuming. In writing frame, main emphasis is given to
complete the blank rather than to produce learning conditions.
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13. Characteristics
A good manual should have following characteristics
1.Specification of objectives
2.Programme pre-requisite
3.Description of the criterion test
4.Detailed description about the programme
5.Evaluation of the programme
6.Testing condition and student sample
7.Effectiveness of programme
8.Instruction for using the programme
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