A lot of confusion arises when using concepts such as programmed instruction and instruction in programming. The first is technology, the second is the study of programming languages. You may notice that both expressions sound very similar, but have a different categorical base. And if the process of learning and using programming languages ​​does not raise questions among the majority of the population, then the emergence and functions of programmed learning are not clear to everyone.
Programming Learning Concept
It is officially accepted to consider programmed learning as a new modern stage in the development of pedagogical thought and practice. It is well known that any pedagogical experience (from the point of view of science) “must have sufficient validity based on the research of scientists”, be reflexive and, since it is a question of technology, lead to a consistently positive result when applied. What is the technology of programmed learning based on?
It all started with the American psychologist and inventor Burres Frederick Skinner, who owns the patent for the so-called “Skinner's box”. The professor, known as the author of the theory of operant conditioning (was created as a kind of response to Pavlov’s experiments with the difference that the conditioned reflex is formed not on the basis of the stimulus, but on the basis of reinforcing the “spontaneous” reaction), took part in the “race” to study the personality of a person and its management (conducted between the USSR, USA, Great Britain, Germany). As one of the accompanying products of research and studies, the concept appeared in 1954, and then (in the 1960s), and the technology of programmed training by Berres Frederick Skinner.
It is worth noting that comparing Skinner’s technology with Socrates’s dialogs about calculating the area of ​​a quadrangle is at least unreasonable and does not give the professor’s work more weight and significance. With the same success, one can compare the Tula Russian harmonica tunes (the main dance genre on gatherings in Tsarist Russia) with modern rock. But there are a lot of really common characteristics - this is the rhythm, and the assertiveness of the presentation of musical material, and even the content of the text in some cases. But rock is a musical genre that emerged with the advent of electronic instruments, amplifiers, so stating that great-great-grandfathers had fun under “rock on accordions” is at least unethical.
As for the theory of B. F. Skinner, the name of the technology of programmed learning is borrowed from the technocratic dictionary (from the word “program”) and also denotes a system of methods, training tools, control, algorithmization, which ensures the achievement of certain planned results. Socrates' heuristic conversation, by definition, cannot be technology and is not similar to it, if only because ancient thinkers trained and educated students "in the image of their own likeness." As the classic of the pedagogical thought of the Soviet Union argued: "Only a person can educate a person."
The role of computer technology in the formation of a new pedagogical concept
December 1969 was marked by the launch of the Network, which connected the four leading American universities and was the prototype of the modern Internet. And in 1973, with the help of a transatlantic cable , Great Britain and Norway were connected to the Network, which automatically transferred it to international status. Computer technology is developing by leaps and bounds. It is worth noting that the computer acquired its current form and function only in 1986 (then they started producing cars with multimedia capabilities). Up to this point, information machines have been used as an indispensable assistant to an accountant and secretary. With the use of new technology, it becomes possible to quickly process and transmit large amounts of information, which greatly facilitates the work in the study. It is logical that in 1996 the use of information technology was declared a strategic educational resource. Over the years (1960–1996), work was underway to improve the technology of programmed instruction, which allowed us to master new work algorithms and identify “weaknesses”. In the end, the pedagogical community recognized that this development cannot claim to be universal and is applicable in certain areas that can be algorithmized.
Method or Technology
It is worth paying attention to some of the confusions that arise in modern pedagogy. Often the term “technology” is replaced by the term “technique”, which cannot be considered eligible.
Initially, the term "technology" migrated to the pedagogical space from manufactories. In the 19-20 centuries, training was conducted only in certain sectors of society and had an individual character. But with the advent of the idea of ​​"universal education" the question arose of how to simultaneously train a large number of students, while achieving the ultimate goal (of an educated person). Probably, for the first time the question arose about the control of acquired knowledge and skills. And since the human brain is used to “squealing by analogy”, the solution was the technology used in the manufacture of the product at the factory. Of course, pedagogical technology under the "product" meant a trained person who knows how to apply knowledge according to the situation. However, the fact that the handiwork of a craftsman is valued more than the same product from the manufactory is still undeniable (we will not delve into the wilds of the economy, but consider only the practical component of this issue). Another issue is that the government considers training in classes of 30 people economically feasible. Therefore, technology is the choice of the “least evil”, a system of educational programs for children with a focus on the learning process (for example, automation of the process of learning, consolidation and control of knowledge was the main feature of programmed learning).
The methodology with variability of the learning process and an individual approach is mainly focused on the result (masterwork). But the application of the methodology in an audience of 30 people is problematic.
Based on the data presented, we can conclude that the term "technology" is applicable to programmed training.
New Learning Tools
Particular attention should be paid to the learning process itself (the end justifies the means) and its equipment. Initially, the methods of programmed teaching were designed to maximize formalize the communication between the teacher and the student (the less the teacher affects the student, the more correctly the technology algorithm is executed). And in the "age of computer technology", the means of programmed training are replenished with each new invention (whether it be a program or a new simulator). One can cite the pros and cons of the use of computers and information technologies for a long time, but the fact that only the personality of the teacher influences the formation of the student’s personality is an indisputable fact (in elementary school, what the teacher says is more weighty than the statements of the most authoritative parents). Thus, the teacher assumes the function of monitoring the psychosomatic state of the listener and mastering the stages of the training program.
In practice, this technology often boils down to automating the monitoring and evaluation of student knowledge, and the learning process itself is missed.
Meanwhile, the teaching aids include school textbooks compiled according to the requirements of technology and machines. The most important and sophisticated factor in programmed learning is text (training programs for children). Textbooks are divided into three types according to the learning algorithm (linear, branched or mixed). But cars are different: information, examiners and tutors, training and multifunctional. Some universal machines can adapt to the pace of user training.
The choice between textbooks and machines will probably never be resolved unambiguously, since it is easier to “write off” a textbook, it is cheaper, but machines always signal the “cheating inclinations” of students.
Learning Management or Collaboration
Based on all of the above, it can be argued that during the lesson using the technology of programmed training, there is not cooperation, but management of the passage of the planned stages of the training material. Moreover, partly the control function is assigned to the machine, in case of using a computer, and partially to the teacher. When working with textbooks, the control function lies entirely with the teacher.
What is the essence of management? Initially, this is an effect on the constituent components of a system with a specific purpose. In control theory, there are two types: open and cyclic. If you make a choice in favor of a control system that provides feedback and regulation of the controlled process, then this is a cyclic type (it is also the most effective). Its components fit well into the “program” (or training material) of the teaching technology, providing:
• determination of the goal (end result) of training;
• analysis of the actual state of the managed object (initially the technology did not pay any attention to the initial state at all, but over time, the turn into this area became relevant);
• interaction program (or training material, divided into parts according to the requirements of the technology algorithm);
• monitoring the state of the managed system (this stage in working with computers is completely in the control of the machine);
• feedback and adjustment of impacts based on the current situation.
Management of the educational process according to this scheme, taking into account the specifics of the educational space, will effectively achieve the final result.
Linear learning algorithm
The algorithm is an instruction for performing certain operations in a given sequence. The well-known linear algorithm model was proposed by B. F. Skinner with the definition of the basic principles:
• dividing the training material into small parts, as this approach eliminated overwork and satiety with the material;
• a fairly low level of complexity of parts of the material (this allowed to reduce the proportion of incorrect answers, which, according to Skinner, allows you to put in place "positive reinforcement");
• the use of open questions in the system of control and consolidation of knowledge (entering text, not a choice from the above list);
• observing the basics of positive reinforcement, confirm the correctness (or fallacy) of the response immediately after its presentation;
• the ability to work at a pace convenient for the student (a kind of individualization);
• fixing material on a wide variety of examples, excluding mechanical repetition;
• univariate passage of the “program” (the abilities of students are not taken into account, it is assumed that everyone will master the same program, but for a different period of time).
It should be noted that the linear algorithm has been repeatedly (and not without reason) criticized by educators. And, as mentioned above, it cannot claim universality.
Ramified learning algorithm
A little later, a different algorithm for the supply of educational material was developed, but by Norman Allison Crowder. The difference between a branched algorithm and a linear one was the introduction of a peculiar individual approach to the process. The path of the program depends on the student's answers. The branched algorithm of N. A. Crowder is based on the following principles:
• submission of the material according to the principle from complex to simple (the program is served in large pieces, if the student does not cope with a given level of complexity, then it is automatically transferred to a simpler level);
• use of closed questions (choosing the right answer from the presented options);
• each answer (both correct and erroneous) is provided with explanations;
• multivariate passage of the program (it all depends on the preparedness of the student).
Opponents of this variant of the algorithm argue that it is problematic to form an integral and systemic idea of ​​the material being studied in this way. And the learning process itself is artificial and ugly simplified; it does not embody such a complex and multifaceted type of activity as training.
Blended learning algorithm
The combination of the two previous algorithms led to the emergence of the third. The mixed learning algorithm is presented by Sheffield (developed by psychologists in England) and block technology.
The basic principles of the English learning algorithm:
- when dividing the material into parts or steps, the maximum number of factors is taken into account (features of the topic, age of the child, the purpose of studying this fragment, etc.);
- the mixed response form (selection and filling in the gaps), determined by the purpose of the “program”;
- passing the next stage is possible only with the successful development of the previous one;
- an individual approach to the content and pace of studying the program (it all depends on the abilities of the students and the degree of knowledge of the subject).
Block technology of programmed training consists of a program that takes into account the wide variety of actions when studying material in order to solve the tasks. Naturally, the school textbooks of the block system will also be qualitatively different from analogues of previous technologies. At the forefront is the problem block, the solution of which requires the student to mobilize knowledge, ingenuity, and will.
Programmed Learning in Modern Education
Pros and cons of the technology under consideration allow us to draw the following conclusions:
• Accustoming the student to diligence, accuracy of actions, it slows down the formation of such skills as finding new ways to solve problems, creative thinking, and putting forward your own hypotheses;
• programmed training is not a universal method for solving problems and requires informed application;
• as an auxiliary method, this technology is good for solving many problems (familiarization with information, consolidation of knowledge, monitoring and evaluation of learning ability, etc.);
• as practice has shown, automation of the learning process only works if it is used by a teacher who is well prepared to use it in the lesson.
Unified State Exam
Like it or not, the USE is a test form of programmed training. Many copies are broken in a dispute about the usefulness and dangers of this product, but today it is one of the ways to quickly and with a fair amount of certainty carry out mass control of knowledge.
However, it should be borne in mind that most gifted children do not show high results in the exam due to various objective reasons. Therefore, reappraisal and underestimation of the technology of programmed instruction is fraught with consequences.