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Thinking of Programmed Instructional Design: Need of Today's Learner

This article stresses on adopting appropriate instructional design for providing learner, experiences and organizing teacher pupil activities which is crucial for effective use of curricular content and achievement of curricular objectives. In India programmed instruction is still in its infancy, as regards its classroom use is almost nil. While designing with curricular organization, the curriculum designer should treat teaching learning strategies as an essential component of curricular cycle and while transacting the curriculum, the curriculum practitioner should be consistently conscious about careful selection of appropriate programmed instructional design. It would be imperative that, in spite of the mastery over the content on the part of the teacher, he/she should be appropriately oriented with regard to the importance and various types of instructional design and the principles that should govern their selection and administration. Programmed instruction is a systematic, step by step, self instructional programme aimed to ensure the learning of the stated behavior. It is thought as the way of "growing" or improving instruction. It places the learner at the centre where he himself constructs knowledge rather than passively absorbing it. An individual's knowledge is a function of ones prior experiences, mental structures, and beliefs that are used to interpret objects and events. In some classrooms, the predominant training model is direct instruction which is called instructivism or objectivism(based on information processing theory).The trainers central role is to transmit knowledge to learners and learners role is to absorb information(reception and compliances).the learning experiences in programmed instruction is self corrective. This instruction is an application of the principles of behavior sciences and technology in the field of education. The National Council of Educational Research and Training has done some work, yet the application of Programmed instruction has not shown appreciable impact on our classroom teaching.