Page 215 - DEDU403_EDUCATIONAL_TECHNOLOGY_ENGLISH

Unit–25: Programmed Learning/Instruction

I.K. Davies 1980 1. Special attention was given to system analysis. Notes
2. Beginning of development of teaching machines.
Programmed Instruction in India
C.P.I. Allahabad 1963 Organization of three days seminar on programmed instruction in Central
Pedagogical Institute, Allahabad. After that, organization of seminar on
this topic in different regions of India

NCERT, New Delhi 1965 Providing training on programmed instruction for two weeks by
psychological department of N.C.E.R.T
NCERT, New Delhi 1966 Organization of a workshop for programmed instruction by N.C.E.R.T

NCERT, New Delhi 1966 Establishment of Indian Association of Programmed learning (IAPL)
NCERT, New Delhi 1967 Organization of second workshop in Chandigarh for programmed
instruction by N.C.E.R.T
NCERT, New Delhi 1980 1. Programmed instruction were given importance at M.ed, M. Phil and
later Directorate level in C.A.S.E (Baroda University), Meerut University
and Himachal
2. Starting of programmed instructional work in defence, family-
planning and bank etc.
3. Establishment of Centre of Educational Technology in N.C.E.R.T; one
of its major task is the development of instruction material.
4. National schemes in the field of educational technology and instruction.

25.5 Fundamentals of Programmed Instructions

Fundamentals of programmed instruction are given below:

1. Stimulus and Reaction 8. Generaliation and Discrimination
2. Behaviour and Behaviour Repertoire 9. Gradual Progression
3. Reinforcement 10. Successive Approximation
4. The Transfer of Stimulus Control 11. Diagnosis and remediation
5. Feedback 12. Retrogressive Chain
6. Confi rmation 13. Programmed Text
7. Prompting 14. Learner Controlled Instruction.

These element are being explained individually as follows—
(1) Stimulus and Response—Such situations, event or person or change in environment which bring
changes to the students’ behaviour are called as Stimulus. Stimulus creates situation for a specifi c
response. In programmed instruction course contents are presented into small fractions in a logical
order. Every fraction acts as a stimulus and these fraction prepares students to responses (by creating
appropriate situation). Right stimulus instructs students for the proper and right response and provides
new knowledge.
Response is that unit of behaviour that develops complex behaviour. Response has three
functions—1. To keep students forward in the study, 2. To provide latest knowledge and 3. To

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