A lot of confusion arises when using concepts such as programmed learning and programming training. The first is technology, the second is learning programming languages. You will notice that both expressions sound very similar, but have different categorical bases. 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.

Programmed 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 reflected and, since we are talking about technology, when applied, lead to an invariably positive result. 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 box”. The professor, known as the author of the theory (it was created as a kind of answer with the difference that the conditioned reflex is formed not on the basis of a stimulus, but on the basis of reinforcement of a “spontaneously” occurring reaction), took part in the “race” to study a person’s personality and manage it ( was fought between the USSR, USA, Great Britain, Germany). As one of the related products of research and study, the concept and then (in the 1960s) technology of programmed learning by Burres Frederick Skinner appeared in 1954.

It is worth noting that comparing Skinner’s technology with Socrates’ dialogues on calculating the area of ​​a quadrilateral is at least unreasonable and does not give the professor’s work more weight and significance. With the same success, one can compare Tula Russian harmonica tunes (the main dance genre at gatherings in Tsarist Russia) with modern rock. But there are indeed many 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 arose with the advent of electronic instruments and amplifiers, so to say that great-great-grandfathers had fun listening to “rock on harmonicas” is at least unethical.

As for the theory of B.F. Skinner, the name of the technology of programmed training is borrowed from the technocratic dictionary (from the word “program”) and also denotes a system of methods, teaching aids, control, algorithmization, which ensures the achievement of certain planned results. Socrates, by definition, cannot be technology and is not similar to it, if only because ancient thinkers taught and raised students “in their own image and likeness.” As the classic of pedagogical thought of the Soviet Union stated: “Only the individual can educate the individual.”

The role of computer technology development in the formation of a new pedagogical concept

December 1969 was marked by the launch of the Network, which connected four leading American universities and was the prototype of the modern Internet. And in 1973, with the help of the Network, Great Britain and Norway were connected, 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 appearance and functions only in 1986 (then they began to produce machines with multimedia capabilities). Until this point, information machines were used as an indispensable assistant to accountants and secretaries. With the use of new technology, it becomes possible to quickly process and transmit large amounts of information, which greatly facilitates the work of research. It is natural that in 1996 the use of information technology was declared a strategic resource for education. Over the course of many years (1960-1996), work was carried out to improve the technology of programmed training, which made it possible to master new work algorithms and identify “weak” areas. Ultimately, 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 confusion that arises in modern pedagogy. Often the term “technology” is replaced by the term “methodology”, which cannot be considered legitimate.

Initially, the term “technology” migrated into the pedagogical space from manufactories. In the 19th and 20th centuries, training was carried out only in certain strata of society and had an individual character. But with the advent of the idea of ​​“universal education,” the question arose of how to simultaneously educate a large number of students, while achieving the ultimate goal (an educated person). Probably for the first time the question of monitoring acquired knowledge and skills arose. And since the human brain is accustomed to “working by analogies,” the solution was the technology used in the manufacture of the product at the factory. Of course, educational technology by “product” meant a trained person who knew how to apply knowledge according to the situation. However, it is still undeniable that the handiwork of a master is valued more than the same product from a factory (we will not delve into the jungle of economics, but will consider only the practical component of this issue). Another question is that the state considers training in classes of 30 people economically feasible. Therefore, technology is the choice of the “lesser evil”, a system focused on the learning process (for example, the main feature of programmed learning was the automation of the process of learning, consolidating and monitoring knowledge).

The methodology, with variability in the learning process and an individual approach, is mainly focused on the result (masterful work). But using the technique in an audience of 30 people is problematic.

Based on the data presented, we can conclude that the term “technology” is applicable to programmed learning.

New learning tools

Particular attention should be paid to the learning process itself (the end justifies the means) and its equipment. Initially, programmed teaching methods were designed to formalize the communication between teacher and student as much as possible (the less influence the teacher has on the student, the more correctly the technology algorithm is executed). And in the “age of computer technology,” programmed training tools are replenished with every new invention (be it a program or a new simulator). One can argue for a long time about the pros and cons of using computers and information technologies in the learning process, but the fact that only the teacher’s personality influences the formation of the student’s personality is an indisputable fact (in elementary school, what the teacher says is more significant than the statements of the most authoritative parents). Thus, the teacher takes on the function of monitoring the psychosomatic state of the listener and mastering the stages of the training program.

In practice, this technology often comes down to automating the monitoring and assessment of students’ knowledge, while the learning process itself is missed.

Meanwhile, teaching aids include school textbooks compiled according to the requirements of technology and machines. The most important and well-developed factor in programmed learning is text (educational programs for children). Textbooks are divided into three types in accordance with the learning algorithm (linear, branched or mixed). But machines are different: informational, examiners and tutors, training and multifunctional. Some versatile machines can adapt to the user's learning pace.

The choice between textbooks and machines will probably never be resolved unambiguously, since it is easier to “copy” from a textbook, it costs less, 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 a lesson using programmed learning technology, it is not collaboration that takes place, but management of the passage of the planned stages of educational material. Moreover, the control function is partially assigned to the machine, in the 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 impact on the constituent components of the system for a specific purpose. In control theory, there are two types: open-loop 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 cyclical type (it is also the most effective). Its components fit well into the “program” (or educational material) of educational technology, providing:

Determining the goal (final result) of training;

Analysis of the actual state of the controlled object (initially the technology did not pay any attention to the initial state at all, but over time the turn to this area became relevant);

Interaction program (or educational 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 under the control of the machine);

Feedback and adjustment of influences based on the current situation.

Managing the educational process according to this scheme, taking into account the specifics of the educational space, will allow you to effectively achieve the final result.

Linear learning algorithm

The algorithm represents instructions for performing certain operations in a given sequence. The well-known model of the linear algorithm was proposed by B. F. Skinner defining the basic principles:

Dividing educational material into small parts, since this approach eliminated overwork and satiety with the material;

A fairly low level of complexity of parts of the material (this made it possible to reduce the proportion of incorrect answers, which, according to Skinner, makes it possible to activate “positive reinforcement”);

The use of open questions in the system of control and consolidation of knowledge (text input, not selection from the list provided);

Following the basics of positive reinforcement, confirm the correctness (or incorrectness) of the answer immediately after its presentation;

The ability to work at a pace convenient for the student (a kind of individualization);

Consolidation of the material using a wide variety of examples, excluding mechanical repetition;

Single-option completion of the “program” (students’ abilities are not taken into account; it is assumed that everyone will master the same program, but in a different period of time).

It should be noted that the linear algorithm has been repeatedly (and not without reason) criticized by teachers. And, as mentioned above, it cannot claim universality.

Branched learning algorithm

Somewhat later, a different algorithm for presenting educational material was developed, but by Norman Allison Crowder. The difference between a branched algorithm and a linear one was the introduction of a unique individual approach to the process. The path through the program depends on the student’s answers. The branched algorithm of N. A. Crowder is based on the following principles:

Presentation of material according to the principle from complex to simple (the program is presented in large chunks; if a student cannot cope with a given level of complexity, he is automatically transferred to a simpler level);

Using closed questions (choosing the correct answer from the options presented);

Each answer (both correct and erroneous) is provided with explanations;

Variability of the program (it all depends on the student’s preparedness).

Opponents of this version of the algorithm argue that it is problematic to form a complete and systematic idea of ​​the material being studied using this method. And the learning process itself is artificial and outrageously simplified, and does not embody such a complex and multifaceted type of activity as learning.

Mixed learning algorithm

The combination of the two previous algorithms led to the emergence of a third. The mixed learning algorithm is represented by Sheffield (developed by psychologists in England) and block technologies.

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, the age of the child, the purpose of studying this fragment, etc.);
• the form of answers is mixed (choice and filling in the blanks), determined by the purpose of the “program”;
• passing the next stage is possible only after successfully mastering the previous one;
• an individual approach to the content and pace of studying the program (it all depends on the students’ abilities and the degree of study of the subject).

Block technology of programmed learning consists of a program that takes into account all the variety of actions when studying material in order to solve assigned problems. Naturally, school textbooks of the block system will be qualitatively different from analogues of previous technologies. The problem block is put at the forefront, the solution of which requires the student to mobilize knowledge, intelligence, and will.

Programmed learning in modern education

The pros and cons of the technology under consideration allow us to draw the following conclusions:

By accustoming the student to diligence and precision of actions, it slows down the formation of such skills as finding new ways to solve a problem, creative thinking, putting forward one’s own hypotheses;

Programmed learning is not a universal method for solving problems and requires conscious application;

As an auxiliary method, this technology is good for solving many problems (familiarization with information, consolidation of knowledge, monitoring and assessment 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 classroom.

Unified State Exam

Whatever one may say, the Unified State Exam is a test form of programmed learning. Many copies have been broken in the debate about the usefulness and harm of this product, but today this is one of the ways to quickly and with a sufficient degree of reliability carry out mass control of knowledge.

However, it should be taken into account that the majority of gifted children do not show high results on the Unified State Exam due to various objective reasons. Therefore, overestimating and underestimating the technology of programmed learning is fraught with consequences.