Understanding Programmed Instructional Design

Programmed instructional design is a method of presenting educational material in small, sequential steps called frames. Learners proceed at their own pace, actively respond to questions or tasks, and receive immediate feedback.

Identifying the Demonstrate, Prompt, Release Pattern

The question asks about a specific sequence of frames in programmed instruction that follows a "demonstrate, prompt, and release" pattern. Let's examine the main types of programmed instruction to identify which one incorporates this approach.

• Demonstrate: The learner is shown the final desired performance or outcome.
• Prompt: The learner is given cues, hints, or partial guidance to help them perform the task.
• Release: The prompts are gradually withdrawn, requiring the learner to perform the task independently.

Analysis of Programmed Instructional Types

Linear Programmes

Linear programming, developed by B.F. Skinner, breaks down the subject matter into very small steps. Learners respond to each step (frame) and receive immediate confirmation if correct. The sequence is typically simple to complex, and all learners follow the same linear path. This method focuses on shaping behavior through reinforcement but does not inherently follow a demonstrate, prompt, release sequence across frames.

Branching Programmes

Branching programming, developed by Norman Crowder, presents larger frames with more information. Learners typically answer a multiple-choice question. Correct answers lead to the next frame in the main sequence, while incorrect answers lead to remedial frames that explain the error before returning the learner to the original frame or a related one. This method is diagnostic and remedial but does not structure learning around demonstrating the final task and then prompting/releasing.

Mathetic Programmes

Mathetic programming, developed by Thomas F. Gilbert, is different from Linear and Branching in its focus. It emphasizes teaching complex skills by showing the learner the final performance first and then breaking down the task into smaller components, working backward from the goal. This is where the "demonstrate, prompt, release" pattern comes in. The instruction demonstrates the desired outcome, prompts the learner through steps to achieve it, and gradually releases the prompts as the learner gains mastery. It's often used for teaching complex skills or procedures.

Computer Assisted Learning and Teaching Programmes (CALT)

Computer Assisted Learning and Teaching (CALT) refers to the use of computers as a medium for delivering instruction. CALT programs can implement various instructional designs, including Linear, Branching, or Mathetic principles. Therefore, CALT is a delivery method, not a specific programmed instructional design pattern in itself that is characterized by the demonstrate, prompt, release sequence.

Conclusion: Identifying the Correct Design

Based on the characteristics of each type, the programmed instructional design that explicitly uses a sequence of frames following a demonstrate, prompt, and release pattern is Mathetic programming. This method is designed to teach complex performances by showing the end goal first and then guiding the learner through the process with diminishing support.

Revision Table: Comparing Programmed Instruction Types

Additional Information on Programmed Instruction

Programmed instruction is based on several key principles aimed at making learning efficient and effective:

• Active Responding: Learners must actively participate by answering questions or completing tasks.
• Immediate Feedback/Reinforcement: Learners receive immediate knowledge of whether their response was correct, reinforcing learning.
• Small Steps: Material is broken down into manageable units to minimize errors and build confidence.
• Self-Pacing: Learners can proceed through the material at their own speed.
• Learner Verification: Programmes are tested and revised based on learner performance data.

Mathetic programming is particularly suited for teaching practical skills and procedures where the final performance is crucial.