National Library of Australia

Enjoy a CovidSafe visit to the National Library. Read more...

<< Previous record  /  Next record >>
Record 17 of 76
You must be logged in to Tag Records
System Synthesis in Instructional Programming [microform] : The Intermediate Phases of the Program Construction Process / Ake Bjerstedt
Bib ID 5221676
Format BookBook, MicroformMicroform, OnlineOnline
Author
Bjerstedt, Ake
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1971 
84 p. 
Summary

In this second volume of a three-volume series on the construction of self-instructional systems, the system synthesis phase is described and directions are given for the construction of a preliminary system version. In order to aid the program constructor in establishing the correct sequence of instruction, various models of programing are outlined, including the prototypical models of Skinner and Crowder, linear models, micro- and macro-branching models, and completely student-adapted models. A flow model is suggested which starts from the subject matter content and includes considerations of terminal behavior characteristics and of the characteristics of the student population. The problem of determining the proper information component for each instructional unit is examined, with special emphasis on the questions of step size, prompting, and the use of fading technique. The advantages and disadvantages of such response factors as overt response, covert response, errors, constructed responses, multiple-choice responses, relevance, and position in the text are explored. The importance of providing the correct type and quantity of result indications is stressed. See also volume one (EM 009 072) and volume three (EM 009 074). (JY)

Notes

ERIC Note: Didakometry series, Vol II.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Branching.  |  Constructed Response.  |  Covert Response.  |  Feedback.  |  Instructional Systems.  |  Linear Programing.  |  Models.  |  Overt Response.  |  Programed Instruction.  |  Programing.  |  Prompting.  |  Relevance (Education)  |  Responses.  |  Sequential Approach.  |  Systems Approach.
Other authors/contributors School of Education, Malmo (Sweden). Dept. of Educational and Psychological Research
Available From ERIC 
000 02919cam a22004572u 4500
001 5221676
005 20181019100409.0
007 he u||024||||
008 080220s1971    xxu ||| b     ||| | eng d
035 |9(ericd)ED051675
035 |a5221676
037 |aED051675|bERIC
040 |aericd|beng|cericd|dMvI
088 |aR-32
091 |amfm
100 1 |aBjerstedt, Ake.
245 1 0 |aSystem Synthesis in Instructional Programming|h[microform] :|bThe Intermediate Phases of the Program Construction Process /|cAke Bjerstedt.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1971.
300 |a84 p.
500 |aERIC Note: Didakometry series, Vol II.|5ericd
520 |aIn this second volume of a three-volume series on the construction of self-instructional systems, the system synthesis phase is described and directions are given for the construction of a preliminary system version. In order to aid the program constructor in establishing the correct sequence of instruction, various models of programing are outlined, including the prototypical models of Skinner and Crowder, linear models, micro- and macro-branching models, and completely student-adapted models. A flow model is suggested which starts from the subject matter content and includes considerations of terminal behavior characteristics and of the characteristics of the student population. The problem of determining the proper information component for each instructional unit is examined, with special emphasis on the questions of step size, prompting, and the use of fading technique. The advantages and disadvantages of such response factors as overt response, covert response, errors, constructed responses, multiple-choice responses, relevance, and position in the text are explored. The importance of providing the correct type and quantity of result indications is stressed. See also volume one (EM 009 072) and volume three (EM 009 074). (JY)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aBranching.|2ericd
650 0 7 |aConstructed Response.|2ericd
650 0 7 |aCovert Response.|2ericd
650 1 7 |aFeedback.|2ericd
650 1 7 |aInstructional Systems.|2ericd
650 0 7 |aLinear Programing.|2ericd
650 0 7 |aModels.|2ericd
650 0 7 |aOvert Response.|2ericd
650 1 7 |aProgramed Instruction.|2ericd
650 1 7 |aPrograming.|2ericd
650 0 7 |aPrompting.|2ericd
650 0 7 |aRelevance (Education)|2ericd
650 1 7 |aResponses.|2ericd
650 0 7 |aSequential Approach.|2ericd
650 0 7 |aSystems Approach.|2ericd
710 2 |aSchool of Education, Malmo (Sweden). Dept. of Educational and Psychological Research.
856 4 1 |uhttps://eric.ed.gov/?id=ED051675
984 |aANL|cmc 2253 ED051675|d77000000058813
close Can I borrow items from the Library?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

close What can I get online?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

close Can I get copies of items from the Library?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

Aboriginal and Torres Strait Islander Flags
Aboriginal, Torres Strait Islander and other First Nations people are advised that this catalogue contains names, recordings and images of deceased people and other content that may be culturally sensitive. Please also be aware that you may see certain words or descriptions in this catalogue which reflect the author’s attitude or that of the period in which the item was created and may now be considered offensive.