In the 1950s many oI the ideas that had surIaced earlier were clariIied and popularised. The Programmed Instruction movement extended the use oI printed selI - instruction to all school subject areas to adult and vocational education as well. The researches and Iindings oI Skinner were oI great importance Ior the developments in program instruction.
In the 1950s many oI the ideas that had surIaced earlier were clariIied and popularised. The Programmed Instruction movement extended the use oI printed selI - instruction to all school subject areas to adult and vocational education as well. The researches and Iindings oI Skinner were oI great importance Ior the developments in program instruction.
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In the 1950s many oI the ideas that had surIaced earlier were clariIied and popularised. The Programmed Instruction movement extended the use oI printed selI - instruction to all school subject areas to adult and vocational education as well. The researches and Iindings oI Skinner were oI great importance Ior the developments in program instruction.
Copyright:
Attribution Non-Commercial (BY-NC)
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Download as DOCX, PDF, TXT or read online from Scribd
In the 1950s many oI the ideas that had surIaced earlier were clariIied and popularised. Programmed instruction was among the Iirst, in historical signiIicance Ior instructional developments and analytical processes, important to instructional design. This Iorm oI instruction is based on the behavioural learning theories. The early programmed instruction was oIten delivered by some Iorm oI teaching machine` but later it brought the concept oI interactive text. The programmed instruction movement extended the use oI printed selI - instruction to all school subject areas to adult and vocational education as well (Romiszowski,1997). Later as the technology developed other media, such as radio, television video and computer, came oI use. The researches and Iindings oI Skinner were oI great importance Ior the developments in program instruction and beIore going any Iurther I would like to inIorm about his Iindings.
3.1 Burrhus Frederic Skinner (1904-1990). Skinner continued with the developments oI the earlier behaviourists and carried out many experiments on animals (based on laboratory rats and pigeons, Skinners box). He came to that conclusions, that the best way to guarantee that an animal learns how to make a particular response to a stimulus, is not to give it reinIorcement every time it perIorms the response, but with what Skinner termed as an intermitted schedule oI reinIorcement. Skinner has shown in his researches that shaping an animal`s behaviour to secure that it keeps the response (that is, to make the response whenever it meets the appropriate stimulus), involves a speciIic and rather complex association between response and reinIorcement. It is not necessary to reward behaviour every time it occurs. He distinguished careIully between those responses which are triggered by known stimulus and those responses which occur without any apparent stimulus. He called this type oI behaviour operant, and he was most interested in using reinIorcements to condition this operant behaviour because it is the most common type oI human behaviour`. Skinner relates more to Thorndikes trial and error system rather than Pavlov`s procedure. Skinner waited Ior a change behaviour to occur and then systematically set out to reinIorce the desired behaviour. This procedure, in reaching the desired goal, is termed as shaping`. An extinction process can also be required iI one wants to eliminate a response completely, punishment is not the most eIIective technique even though it will distinguish or surpress the rates oI response. More eIIective is, not to reinIorce the undesired behaviour and corresponding, to reinIorce the desire behaviour (Richey.R., 1986) Skinner applied his Iindings on animal learning to the teaching oI children and it lead him to blame teachers Ior not employing eIIective schedules oI reinIorcement` in the classroom. In a chapter oI his book 1968 Why teachers Iail` he argued that Iormal education is usually based on aversive control`. Teaching rests on punishment and ridicule Ior unsuitable behaviour rather than showing a consideration Ior the shaping and reinIorcement oI responses to be learned. He also said that lessons and examinations are designed to show what pupils do not know and cannot do, rather than to expose and build upon what they do know and are able to learn. ThereIore, he argued, teachers Iail to shape` their children`s behaviour suIIiciently, leading to inappropriate learning or to learned responses that are quickly Iorgotten (Skinner, 1968). Skinner questioned the way reinIorcements were conducted in schools and Iound out that many minutes and in many cases many hours or even days may intervene between children`s responses and teacher`s answers. He calculated that during the Iirst Iour years oI education 50,000 reinIorcements were essential to get eIIicient mathematical behaviour, but in a traditional class situation it would just be possible Ior the teacher to give only a Iew thousand. To provide the learners with enough reinIorcement would be by an instrumental aid (Spencer. K., 1991) Skinner went on to design the Iirst learning programs Ior use on teaching machines in an attempt to apply his theory to education.
3.2 Behavioural concepts and the implication for Instructional Design. Skinner`s shaping technique have been used as overall guide to constructing instructional materials, as well as to deliver instruction and evaluating perIormances. His model Stimulus - Response is described by Romiszowski (1997) as:
'that learning has occurred when a speciIic response is elicited by speciIic situation or stimulus with a high degree oI probability. The more likely and predictable the response, the more eIIicient the learning has been.. These attempt to shape human behaviour by presenting a gradual progression oI small units oI inIormation and related tasks to the learner. At each stage the learner must actively participate by perIorming the set task. He is then immediately supplied with Ieedback in the Iorm oI correct answer (p.16)
The reliance upon speciIic goal statements is a device that also allows the learners to know speciIically when they have achieved their goal. By using such a statement, students can monitor their own progress. Formulated by this linear approach Skinner introduced in the early 1950s the 'teaching machine which imparted subject matter in easy to learn, step-by-step sequences (Hackbarth, S. 1966). The linear approach to learning lead to many attempts in developing a scientiIic approach to learning. Robert Gagne (1965) published a hierarchical list oI eight categories oI learning. This list is proceeding Irom very simple conditioning-type learning, up to complex learning, such as involved in problem solving.
Gagnes classiIication relates to other learning and teaching models such as; 1. Signal learning relates to the classical (Pavlovian) conditioning; 2. Stimulus-response learning, 3. Chaining, 4.Verbal chaining and 5.Discrimination learning relate to the operant conditioning model (Skinner); 6. Concept learning and 7. Rule learning relates to the 'ruleg techniques; and 8. Problem-solving relates to learning by discovery.
In the beginning oI the 60s Bob Mager wrote a book in the praise oI behavioural objectives. It is build on the simple conclusion that iI one deIines learning as a change in behaviour, then the teacher may be wise to deIine the aims or objectives oI his lessons in terms oI the behaviour patterns he wishes to establish. According to Mager, the essential ingredients in behavioural objective are:
1. A statement oI what the student should be able to /4 at the end oI the learning session (the terminal behaviour) 2. The .43/9438 under which he should be able to exhibit the terminal behaviour. 3. The 89,3/,7/ to which he should be able to perIorm (the criteria). (Romiszowski.A.J., 1997, p.20).
Mager popularised the precise statement oI objectives Ior programmed instruction and his approach became more widely applied to the designing oI instructional material. Bloom and his colleagues met over Iive years' periods and the result oI their work was The Taxonomy oI Educational Objectives. There, instructional outcomes were divided into three domains-cognitive, aIIective and psychomotor - with the cognitive domain dealing with thinking, the aIIective domain with Ieelings, and the psychomotor domain with physical movement (Spencer, K., 1991). This taxonomy became a standard to many concerned with curriculum planning and instructional design. Bloom, Krathwohl and Harrow developed sub-divisions Ior the three categories and Iollowing are the Major Classes oI Taxonomies oI Educational Objectives (based on Bloom et al.,1956; Krathwohl et al., 1964 Harrow,1972)
This hierarchical sub-division in the Cognitive Domain and in the AIIective Domain is arranged so that the lower levels are prerequisites to the higher levels. This taxonomy was to provide a theoretical Iramework which could be used to Iacilitate communication among examiners (Spencer, K., 1991p.54). Deriving Irom the behavioural school oI thought oI speciIying objectives the systematic approach, or system engineering, rose in instructional designing.
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