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What Did We Learn from the Research on Programmed Instruction?

What Did We Learn from the Research on Programmed Instruction?. History of Ed Tech EDC&I 510. What Mattered. Decomposition of instruction S tep-wise progression Active response and immediate feedback Branching

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What Did We Learn from the Research on Programmed Instruction?

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  1. What Did We Learn from the Research on Programmed Instruction? History of Ed Tech EDC&I 510

  2. What Mattered • Decomposition of instruction • Step-wise progression • Active response and immediate feedback • Branching • Led to much stronger focus on individualization of instruction (still with us today) • Behavioral objectives (and specification of outcomes) • “Machine learning” (individual interacts with a device)

  3. What Didn’t Matter So Much • Precision of steps and type of feedback (large variation with subject and level of learners) • Feedback (didn’t always shape behavior and learning in desired ways)

  4. What Was Left Unanswered • Motivation • Often not as high as designers assumed • Branching • Value, place of learner control still not resolved, although computers made branching trivial task • Structure of knowledge • Not as precise as Skinner had assumed • Assessment and feedback • Its place in the overall scheme of learning

  5. Questions that Faded with Time • Branching • No longer tough to do, but we still don’t always know how • The Behavioral Project • Current “socio-cultural” view of learning = less individual, more nuanced • Can people learn directly from devices? • Sure; but what really grabs ‘em?

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