Understanding Programme Development Stages and Devices

Programme development, particularly in the context of programmed instruction or programmed learning, involves a systematic process. Different devices or techniques are employed at specific stages of this development to ensure effective learning outcomes. This question asks us to match common devices used in programmed instruction with the stage where they are most appropriately applied.

Analyzing Set-I: Devices Used

• (a) Writing of behavioural objectives: This is the process of clearly defining what the learner should be able to do after completing the programme, using observable and measurable terms.
• (b) Priming: This technique involves providing a hint or stimulus that makes the desired response more likely to occur, often by exposing the learner to relevant information beforehand.
• (c) Prompting: This refers to giving clues or hints to guide the learner to the correct response, such as underlining key words or providing part of the answer.
• (d) Testing: This involves assessing the learner's understanding and mastery of the material.

Analyzing Set-II: Stages of Programme Development

• (i) For introductory frames: The beginning frames of a programme often set the stage, introduce concepts, or provide necessary background.
• (ii) During withdrawal of prompts: As learners progress, prompts are gradually removed to see if they can respond correctly independently.
• (iii) For shaping behaviour in steps: This involves breaking down complex tasks into smaller, manageable steps and guiding the learner through them.
• (iv) Prior to the development of a programme: Activities that happen before the actual content writing begins.
• (v) During small group try-out: An early stage of evaluating the programme with a small group of target learners to identify issues.

Matching Devices to Stages in Programme Development

Let's determine the most appropriate match for each device based on standard practices in programmed instruction:

(a) Writing of behavioural objectives:

Writing clear behavioural objectives is a fundamental step that defines the purpose and scope of the entire programme. These objectives guide the content creation and evaluation process. Therefore, setting objectives happens prior to the development of a programme.

Match: (a) - (iv)

(b) Priming:

Priming is often used to prepare the learner for the material they are about to encounter. This is particularly useful at the beginning of a new topic or section, which corresponds to the introductory frames of a programme. It helps make the initial correct responses more probable.

Match: (b) - (i)

(c) Prompting:

Prompts are hints or cues used to increase the likelihood of a learner making the correct response, especially in the early stages of learning a new concept or skill. They are essential tools for guiding the learner through the small steps of a programme, effectively shaping behaviour in steps by reinforcing correct actions.

Match: (c) - (iii)

(d) Testing:

Testing is used to check if the learner has mastered the material. In programmed instruction, testing often happens after the learner has practiced with prompts and is ready to demonstrate independent understanding. This corresponds to the phase during withdrawal of prompts, where the learner is tested on their ability to respond correctly without assistance. Testing might also happen at the end of sections or the programme, but testing *during* withdrawal of prompts is a specific technique linked to assessing mastery as support is faded.

Match: (d) - (ii)

Summary of Matches

Based on the analysis, the correct matches are:

• (a) Writing of behavioural objectives - (iv) Prior to the development of a programme
• (b) Priming - (i) For introductory frames
• (c) Prompting - (iii) For shaping behaviour in steps
• (d) Testing - (ii) During withdrawal of prompts

Revision Table: Programmed Instruction Matching

Additional Information on Programmed Instruction

Programmed instruction is an instructional method developed from behaviourist psychology. Key principles include presenting material in small steps, requiring active response from the learner, providing immediate feedback, and allowing learners to progress at their own pace.

• Frames: The small steps are presented in frames, which can be linear (all learners go through the same sequence) or branching (learners are directed to different frames based on their responses).
• Responses: Learners are required to make an active response to each frame, which could be filling in a blank, selecting an answer, or solving a problem.
• Feedback: Immediate feedback is provided after each response, confirming correctness or guiding the learner to understand their error.
• Types of Prompts: Prompts can take various forms, such as textual hints, visual cues, or completing part of the answer (completing prompts) or indicating the form of the answer (formal prompts). Fading involves gradually removing prompts as the learner becomes more proficient.
• Evaluation: Programme evaluation involves various stages, including expert review, individual testing, small group try-outs (stage v in Set-II), and field trials, to refine the programme before widespread use.