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TRANSCRIPT
To provide training in (CAI/CMI).
To provide detailed computer knowledge to the pupils
To impart computer operational skills
To provide various experiences of computer educationfor various fields of life
To remove various misconceptions regarding computers
To provide knowledge about computer applications
Characteristics
It is not the solution of educational problems. It is a new
instructional strategy for the behaviour modification of the
learner
It is a teaching method and not a test. It helps the students
in learning a material
It is not an audio visual aid. It is a part of educational
technology
It cannot replace the teacher
It requires more creativity and imaginative
efforts
Principles of Programmed learning
Principle of immediate confirmation
Principle of small steps
Principle of active responding
Principle of self pacing
Principle of evaluation
Types of programming
Question1
Linear Programming of B.F.Skinner
Branched programming of Norman Crowder
Answer 1Question 2
Answer 2Question 3
Answer 3Question 4
Question 1
ALT 1a
ALT 1b
ALT 1c
Question 2
ALT 1a
ALT 1b
ALT 1c
Question 3
Frame 2
Frame 3
Frame 4
Frame 5
Frame 6
Frame 7
Frame 8
Benefits
To help student to learn without the presence of a teacher
To help students to learn by doing
To provide the situation to learn at his own pace
To present the content in a controlled manner and in logically related steps
To study by himself and assess his own performance
Constructed Response Devices Multiple Choice Machines
The Gilder Machines
Audio Visual Combination
The Type Writer input Computing Machine
The Disk Type Machine
Uses of Teaching Machines
No teacher can be a tutor to each individual. But auto instruction can be tutorial instruction
Every student can proceed at his own rate of learning
Some machines have time limits also. The pupils know whether the answers are correct or wrong
They provide feedback to the learner
They contain logically arranged well structured programmes
They supervise the learning of each individual student
They elicit overt or covert response of the student
Characteristics of a Model of Teaching
Criterion of performance
Specifications of learning outcome
Specification of environment
Specification of operations
What the student will perform, aftercompleting an instructional sequence, isspecified in detail
The learner would demonstrate aftercompleting specific instructional sequences
Mechanisms that provide for students reaction andinteraction with the environment
Designing the
curriculum
Guiding the teacher
Development of study
material
Functions of Models of Teaching
On observable skills and behaviours.Eg: Mastery Learning
Linked more to the concepts and principles developed in Cognitive PsychologyInquiry Training / Inductive ThinkingConcept AttainmentIntellectual Development
On outcomesFacilitative teachingIncreasing Personal AwarenessSynectics
Developing the concepts and skills needed to work in groups\developing the concepts and skills needed to work in groupsCooperative LearningRole playing Laboratory Method
ELEMENTS OF A MODEL
A syntax
• Description of the model in action
• sequence of steps involved in the organization of the complete programme of teaching
Social System
• Students and teacher roles
• Norms or the student behaviour which is rewarded
Principles of Reaction
• Tells the teacher as to how to deal with the learner
• rewarding desirable behaviour and maintain a neutral stance towards undesirable behaviour
Support System
• To provide facilities to teacher and the student, to successfully implement the strategy of teaching
• Provide a number of audio visual aids to cater to the needs of individual learner
Discipline associated with ‘Communication and Control’
The term cybernetic is
used by Norbest Wiener
(1948)
The science of control and communication in the animal and the machine
Cybernetics is a branch of training psychology
Advantages of cybernetics in Education
It is applied in group as well as individual classroom instruction
It provides the basis for self education
Teacher education programme can beimproved by employing the mechanismof feedback devices
The innovative practices in teachereducation programme are based on thetheory of feedback
The input, process and outputunits of teaching enable theteacher to understand andanalyse teaching in morescientific manner
Teaching activities can be made highly structured