New Approaches of Teaching

Unit IV
NATURE AND ASSUMPTIONS

OF INSTRUCTIONAL
TECHNOLOGY
Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

Nature of Instructional Technology
It is an application of psychological, sociological and

scientific principles and knowledge of instructions for
achieving specific objectives of learning. Its origin is
based on psychological laboratory experiments.
B F Skinner
Assumptions of Instructional
Technology
✦Content matter can be divided into its elements

and these elements can be presented independently
✦External learning conditions can be created by
arranging elements in a logical sequence
✦Appropriate reinforcement can be provided
continuously
✦Students can learn according to their needs and
rate of learning
✦Students can learn successfully without the
physical presence of a teacher
Assumptions of Instructional
Technology
✦ Cognitive objectives can be achieved through

instructional technology
✦ Students get opportunity to learn according to

their own ways
✦ Right responses of students are confirmed by

providing feedback
✦ It incorporates the psychological learning,

theories and principles

NEW APPROACHES OF
TEACHING

Programmed Instruction
(Linear Programming)
• Operant conditioning (B. F. Skinner)


• Human behaviour can be shaped or conditioned
• Instructional material breaks into number of

meaningful small steps (frames)
• The whole instructional material is well controlled
• How ever it is also referred to as extrinsic

programming

Personalised System of
Instruction (PSI),Keller Plan
Objectives
• Help in establishment of better personal-social

relationship between the teacher and the taught
• Individual attention
• Learning with own pace
• Meaningful revision programme

Personalised System of Instruction (PSI)
Elements
Introduction of personal elements
• Learners are served based on personal

capacities, face to face interaction
• Emphasis on personal-social relationship

Elements
Mastery learning
• Learners goes independently until

complete mastery of subject matter
• Not account of the relative position in the
class

Elements
Self- pacing
• Own pace depending upon their

background
• Related unit test after mastering the unit

Elements
Provision and emphasis on written work
• Importance on written work than the

traditional methods of instruction
• Study guides are in written form (programmed
text, summarised briefs, design curriculum unit,
self learning module)

Elements
limiting the use of lecture or oral
communication
• Use of multimedia is encouraged for the

appropriate flow of communication
• Source of learning and inter-communication:
Audio-visual presentation, pictures, models, graphic
material, tapes, films, teaching machines, computers

Elements
Provision of appropriate reinforcement
• Timely and frequent reinforcement

• No restriction in terms of time schedule or
frequency for taking tests and getting
knowledge

Elements
The use of proctors
• Services of student leaders

• They are given necessary training for
supervising and guiding fellow learners

Elements
Reducing the problem of wastage and
stagnation
• Stress is laid down on the acquisition of the set
mastery level by the individual learners
• No time limit is fixed for attainment of learning
• Individual learning is continuous
• No account of failure (annual or semester
examination)
Elements
Role of the teacher
• Teacher required to provide individualised

and personalised instruction
• Arrange suitable learning material,
learning environment, timely reinforcement
and feedback to all the individual learners
MODULAR INSTRUCTION

Modular Instruction
WHAT IS A MODULE? 
A Self-contained, independent unit of a

planned series of learning activities
designed to help the student accomplish
certain well- defined objectives.

Modular Instruction
 
WHAT IS MODULAR INSTRUCTION?

• Modular instruction may be defined as
instruction which is either partly or entirely based
on modules. Current uses of modules range from
one or a few modules inserted into a traditional
course, through complete course that consist of a
prescribed sequence of modules, to courses that
offer the student the choice of a certain number
of modules among a large set of modules.
Modular Instruction
WHAT IS THE PURPOSE OF
MODULAR INSTRUCTIONS?
• Purpose of MI is to allow the student to
proceed at his own rate. The belief that
self- pacing is desirable is base on the
generally accepted assumptions that
learners do not achieve at the same rate and
are not ready to learn at the same time.

Modular Instruction
Another purpose is to allow the student to

choose his own learning mode. Choice among
different learning modes is desirable, if we
assume that learners solve problems and learn
using different techniques.

SYSTEMATIC APPROACH
TO INSTRUCTION

SYSTEMATIC APPROACH TO
INSTRUCTION
The systems approach views the entire educational

program as a system of closely interrelated parts. It
is an orchestrated learning pattern with all parts
harmoniously integrated into the whole: the school,
the teacher, the students, the objectives, the media,
the materials, and assessment tools and
procedures. Such an approach integrates the older,
more familiar methods and tools of instruction with
the new ones such as the computer.

SYSTEMATIC APPROACH TO INSTRUCTION

COMPUTER ASSISTED
INSTRUCTION (CAI)

Computer Assisted Instruction (CAI)
๏ Computer Based Education (CBE) and

computer Based Instruction (CBI) are the
broadest terms and can refer to virtually
any kind of computer use in educational
settings.
๏ Computer Assisted Instruction (CAI) Computer
Aided Instruction (CAI) is a narrower term and
most often refers to drill and practice, tutorial,
or simulation activities

Computer-managed instruction (CMI)

Computer-managed instruction is an
instructional strategy whereby the computer is
used to provide learning objectives, learning
resources, record keeping, progress tracking, and
assessment of learner performance.
Computer based tools and applications are used to
assist the teacher or school administrator in the
management of the learner and instructional process.

A self-learning technique, usually offline/online, involving

interaction of the student with programmed instructional
materials.
!Computer-assisted instruction (CAI) is an interactive
instructional technique whereby a computer is used to
present the instructional material and monitor the learning
that takes place.
!CAI uses a combination of text, graphics, sound and video
in enhancing the learning process.

text or multimedia content

multiple-choice questions
problems
immediate feedback
notes on incorrect responses
summarizes students' performance
Worksheets and tests.
Types of Computer Assisted
Instruction (CAI)
Drill-and-practice: Drill and practice provide

opportunities or students to repeatedly practice the skills
that have previously been presented and that further
practice is necessary for mastery.
Tutorial: Tutorial activity includes both the presentation
of information and its extension into different forms of
work, including drill and practice, games and simulation.
Games: Game software often creates a contest to
achieve the highest score and either beat others or beat
the computer.

Types of Computer Assisted
Instruction (CAI)
Simulation: Simulation software can provide an
approximation of reality that does not require the
expense of real life or its risks.
Discovery: Discovery approach provides a large
database of information specific to a course or content
area and challenges the learner to analyze, compare,
infer and evaluate based on their explorations of the
data.
Problem Solving: This approach helps children
develop specific problem solving skills and strategies.

Advantages of Computer Assisted
Instruction (CAI)
✦one-to-one interaction
✦great motivator
✦freedom to experiment with different
options
✦i n s t a n t a n e o u s r e s p o n s e / i m m e d i a t e
feedback to the answers elicited
✦Self pacing - allow students to proceed at
their own pace
Limitations of Computer
Assisted Instruction (CAI)
✴may feel overwhelmed by the information and

resources available
✴over use of multimedia may divert the
attention from the content
✴learning becomes too mechanical
✴non availability of good CAI packages
✴lack of infrastructure

LEARNER CONTROLLED
INSTRUCTION(LCI)

Learner Controlled Instruction
(LCI)
Learner takes much interest in learning

the things if he is provided opportunity to
develop his own sequence of learning

Steps Learner Controlled Instruction
(LCI)
1. Decision about the initial behaviour
Provide opportunity to mark his/her own

initial standing in terms of his abilities and
potential

(LCI)
2. Decision about setting of the objectives
What the learner wants to study, and where

he needs to reach in terms of educational
goals and then to be decided

(LCI)
3. Selection and sequencing of the learning
experiences
❖No fixed pattern of learning experiences

❖Learner can do any activity or experiment
❖Learner may be able to develop his own
sequence of learning according to this own
needs, interest and abilities for the realisation
of the objectives

(LCI)
4. Evaluation of the instructional process
➡Engage in self evaluation of their learning

outcomes in terms of the realisation of the
set objectives
➡Teacher helps them in the supervision and
guidance of their practice, drill, projects and
other experimental activities

Advantages of Learner Controlled
Instruction (LCI)
➡It provides better individualised instructions

➡Helps in proper identification of the initial
behaviour
➡Helps in setting meaningful objectives
➡Provides opportunity to develop own sequence of
learning
➡Maintains proper interest and motivation
➡Establishment of harmonious relationship between
the teachers and the learners

Limitations of Learner Controlled
Instruction (LCI)
➡In catering the needs of the individual

learners
➡On account of the role of the students
➡On the part of the teacher
➡Not practicable in the present educational
set-up

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Unit IV

NATURE AND ASSUMPTIONS

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

It is an application of psychological, sociological and

✦Content matter can be divided into its elements

✦ Cognitive objectives can be achieved through

✦ Students get opportunity to learn according to

✦ Right responses of students are confirmed by

✦ It incorporates the psychological learning,

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

• Operant conditioning (B. F. Skinner)

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

• Human behaviour can be shaped or conditioned

• Instructional material breaks into number of

• The whole instructional material is well controlled

• How ever it is also referred to as extrinsic

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

• Help in establishment of better personal-social

• Learning with own pace

• Meaningful revision programme

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

• Learners are served based on personal

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

• Learners goes independently until

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

• Own pace depending upon their

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

• Importance on written work than the

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

• Use of multimedia is encouraged for the

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

Provision of appropriate reinforcement

• Timely and frequent reinforcement

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

The use of proctors

• Services of student leaders

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

Role of the teacher

• Teacher required to provide individualised

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

A Self-contained, independent unit of a

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

WHAT IS MODULAR INSTRUCTION?

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

Another purpose is to allow the student to

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

The systems approach views the entire educational

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

๏ Computer Based Education (CBE) and

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

Computer-managed instruction (CMI)

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

A self-learning technique, usually offline/online, involving

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

text or multimedia content

Drill-and-practice: Drill and practice provide

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

✴may feel overwhelmed by the information and