The Ending Section: includes i Summary

ii. Glossary

iii. Possible Answers iv. Further Readings

v. References vi. Model Questions Example of Unit Structure: UNIT STRUCTURE

X.0 Introduction X.1 Objectives

X.2 Section 1 (Main Theme)

x.2.1 Sub-section 1 of Section 1 x.2.2 Sub-section 2 of Section 1 Check Your Progress

X.3 Section 2 (Main Theme)

x.3.1 Sub-section 1 of Section 2 x.3.2 Sub-section 2 of Section 2 Check Your Progress

X.4 Let Us Sum Up

X.5 Answers to Check Your Progress X.6 Suggested Readings

Check Your Progress 1. Define SLM

2. Write any five characteristics of SLM 3. Suggest some distinctive features of SLM

6.3

CONCEPT

OF

PROGRAMMED

LEARNING

MATERIAL (PLM)

Teaching in Distance Education system is generally considered an activity, which is designed and performed for multiple objectives, in terms of changes in learners' behaviours. The distance education organizers use different strategies of teaching which match the objectives of teaching on the one hand and learners' style and personality dimensions on the other. The organizers of Distance Education have to deal with large and diverse groups of learners very different from those in conventional stream. They have to organize the learning experiences, and adopt techniques of teaching to which learners can respond as matured individuals. The choice of educational

objectives and the methodology must be suitable.

Programmed learning is learning through an arrangement of the material to be learnt in a series of steps designed to lead the learners from the known to the unknown. In the discussion of the possible combination of correspondence teaching with programmed learning , the term programmed learning is used to mean the process of learning through the arrangement of the material to be learnt in a systematic, sequential order. Mechanical, electronic or printed books in several formats are merely devices which put programmed material before the student. The actual instrument of teaching a not the machine but the arrangement of material . Printed materials present the student with a degree of learner control, since they are portable. The well-structured information in a compact format, of a book can be accessed at a place appropriate to the individual learning pace and place of the student. The potential instructional efficiency of this traditional

medium is further enhanced by its usability since it does not require have power supply, like the range of electronic media. The quality of lessons therefore should have high academic merit and should stimulate interest of the students to go to original texts in the subject concerned.

Programmed Learning involves instruction with carefully specified goals and skillfully arranged learning experiences, which are self instructional and self corrective. Hence Programmed Learning is also called as Programmed Instruction. Thus programmed learning is a new path towards automation and individual learning/instruction.

Definition of Programmed Instruction

Smith and Moore (1962): ―Programmed Learning is the process of arranging the material to be learned into a series of sequential steps, usually it moves the student from a familiar background into a complex and a new set of concepts, principles and understanding.‖

Leith (1966): ―A programme is a sequence of small steps of instructional material (called frames), most of which requires a response to be made by completing a blank space in a sentence. To ensure that required responses are given, a system of cueing is applied, and each response is verified by the provision of immediate knowledge of results. Such a sequence is intended to be worked at the learner‘s own pace as individualized self instruction‖. Characteristics of Programmed Learning

It is a process of constructing sequences of instructional material in a way that the rate of learning is maximized, understanding is fostered and the motivation of the student is enhanced.

Assumptions about the learner are clearly stated and put in definite terms in a programmed learning type of situation.

The objectives underlying the programme are defined in explicit and operational terms.

The subject matter is broken up into small steps in a logical sequence.

Programmed Learning emphasis the interaction between the learner and the programme.

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.

A programmed learning sequence takes into account the initial behaviour of the learner with which it starts and the terminal subject matter competence which the learner is to achieve.

Programmed Learning system has an adequate provision for immediate feedback which is based on the theory of reinforcement.

The learner progresses at his own pace.

It takes care of the fact that there are even differences in the rate at which an individual learner learns various kinds of subject matter.

It enhances the capability of the learner to discriminate or to generalize by frequent application and thus offers the learner an interesting and challenging prospect.

It has the provision for continuous evaluation which may help in improving the student‘s performance and the quality of programmed material.

It is based strictly on the behaviouristic principles of psychology. A fair amount of stress is given to the explanation and development of understanding through the handling of various cues in the learning process.

A learner moves in a very specific way as opposed to the traditional procedures of teaching where the learner moves in a general way.

Principles of programmed instruction

A good programmed learning material incorporates good principles of learning. The basic idea of programmed learning is most efficient, pleasant and permanent learning must take place. The five basic principles of programmed learning is depicted in Table 4.1

Table 4-1: Five principles of programmed learning Principles Explanation

Active learner response

To what extent a learner can understand is judged by making him /her answer questions. The extent of a learner's understanding is ascertained from what is demonstrated in the responses.

Immediate feedback

Let a learner know whether his/her answer is correct or incorrect immediately. Give the learner the subsequent question after he/she knows whether his/her response is right or wrong

Small steps

Set small steps in order to prevent a learner from stumbling as much as possible. When he/she makes a mistake, there is the risk of being labeled a failure.

Self pacing

Let the learner decide the speed of learning so that he/she can learn at his/her own pace. Consider that an appropriate speed varies from learner to learner.