EDF6215 Course Projects

Below is an example of how the Third Slide may look. You can see the title begins with Key Word "Mammal," which means this frame is teaching about the first rule (definition of mammal). Then a dash. Then the words "Rule + Example*" which means the frame displays the rule and provides an example with stimulus support (RULEG frame type). Then, in the parentheses, you see that the frame Primes the words "mammal," "warm blooded," "hair," and "mammary glands." The frame also includes a Formal Prompt (the letter "h" at the beginning of the blank). This frame is also a Copy Frame because the answer (hair) is displayed in the frame for the student to copy (remember, copy frames are to be used sparingly). The word Emphasis indicates that the word MAMMAL is emphasized in the frame (emphasized with capital letters). Also, notice that the blank asks for the answer "hair," and this is one of the words highlighted in RED in the very first slide (this is why we highlighted those key words in RED, to remind us to use them as blanks for frames). Also, provide the answer to the frame in parentheses on the last line of the frame, as shown below. Finally, notice that this frame does not include any graphic or picture.

You should construct your remaining frames within the slides. You should label each slide with the rule's Key Word, the RULEG Frame type, and identify any of the PI Techniques that you used in each frame. If you need more frames than the slides provided, simply copy and paste yourself more slides. When you are finished creating all your slides (frames), you can then enter the Number of Frames in the second slide and provide a time estimate to work through your tutorial (your best guess). Provide directions if you like as well, but these are not necessary for this project.

An Example PowerPoint PI Template File - Tutorial on Databases
The PI Template was used to create a tutorial that teaches basic terminology about databases. You can download either the PowerPoint 2000 or PowerPoint 95 version of this file. Both of these files include slides with many pictures. So, each of these files has been compressed and zipped-up using the WinZip program. After download, you will need to unzip the files to open.

About Including Graphics
Remember the Critical Response Rule? The Critical Response Rule states that a student should be held responsible only for that portion of the presented material which he has responded correctly. Remember the on-line PI Course tutorial on Graphics, Audio, and Animation? Here, graphics should only be used if they contribute to the instructional objectives. Graphics can distract learners. Your tutorial does not have to include any graphics or pictures.

Note: If your project file includes extensive graphics and the file size exceeds 500kb (1/2 of a megabyte), please compress and zip your file beforehand using the WinZip program. Thank you!

Project 4
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There are many steps for creating effective Programmed Instruction (PI) tutorials (in fact, we have identified 12 Steps for Creating PI Tutorials). Steps 9 through 12 include assembling tutorial frames into a program of sorts that can be delivered to students (Step 9), pilot testing the program by administering it to a small group of students (Step 10), revising the tutorial based upon student errors (Step 11), and re-administering again and revising again if necessary (Step 12). These final four steps, especially revising the tutorial frames (Step 11), can take more time and energy than the first eight steps.

To complete Project 4, students will complete Steps 9-12. Using the frames created in Project 3, each student will pilot test his/her tutorial with "students" of their own, and revise the tutorial frames based upon incorrect responses. Here, each student will place his/her tutorial frames in a special web-based program (provided by the instructor) and administer his/her frames to at least four different "students."

How to Complete Project 4

Make sure your document is saved as a DOS Text file in the PIPlayer Format. To check, before you send this file to the Instructor, open this file in the Windows Notepad program and check if you see any "strange" characters or special formatting that should not be there. Upon revising, you can add additional thematic and formal prompting to frames. You can also copy and paste frames within Notepad to insert additional frames.

Text File Format for the PIPlayer

A program has been created that runs or plays a text file of tutorial frames via the web. This program is called the PIPlayer (Programmed Instruction Player). The PIPlayer is written in PERL and Javascript. After obtaining permission, students can create a Text file containing tutorial frames (in the format shown below), and send this file to the author of the PIPlayer. The author can then make the tutorial interactive via the web. Then, anyone on-line can work through the tutorial frames via their web browser.

The Text file format for the PIPlayer is very simple and involves only a few commands.

The @begin command identifies the beginning of a frame. The frame content is placed on the next line immediately below the @begin command.

The @answer identifies the correct answer to the frame. The @answer command is followed by a single space, then the answer (the exact response the student should emit to the frame). In other words, the correct answer is placed one space to the right of the @answer command. And, no spaces should follow the answer, or the program will think these spaces are part of the answer.

The @tries command identifies the number of attempts or tries you will give the student to correctly answer the frame. The @tries command is followed by a single space, then the number of tries. Generally, you can provide 2 tries to answer a typical frame. Give only 1 try for quiz items or frames that contain only two multiple choices or answers in parentheses.

The @graphic command allows you to display a graphic on the frame, just below the frame text, and just above the text box where the student types his answer. The @graphic command is followed by a single space, then the entire address of the graphic, such as http://www.someaddress.com/images/image.jpg. If no graphic is desired, leave the word "none" following this command.

The @video command allows you to display a link on the frame for the student to view a video file. This link will appear just below the frame text, and just above the text box where the student types his answer. The @video command is followed by a single space, then the entire address of the video, such as http://www.someaddress.com/video/video.wmv. If no video is desired, leave the word "none" following this command.

Thus, you insert your frame content where the word "FRAME HERE" appears. You insert the correct answer to the frame content where the word "ANSWER HERE" appears.

Do not number your frames. The PIPlayer automatically counts and displays the number of total frames, current frame number, and current percent correct score on each frame. If the student scores less than 50% after 5 frames, the user is returned to the menu page. The PIPlayer also automatically displays the final percent correct score on the last frame, and records the user name, all responses, and percent correct scores in a file.

You can copy the code above and paste it over and over in your word processor (Notepad will do just fine). After inserting your frame content and answers, save your file as a Text file.

Example Frames in the PIPlayer Format

Below are some actual frames. Notice that you can place hard returns at the end of lines in your frame content to shorten the width of the the content on the screen (to please the eye, or format in a special way), or you can let the PIPlayer wrap your frame content for you. Notice that you can include multiple-choice questions, as well as frames with multiple blanks (simply separate the correct answers with a space).

@begin
Sometimes a frame will have m____e than one blank. For frames with multiple blanks,
simply separate your answers with a sp___ce.
@end
@answer more space
@tries 2
@graphic none
@video none
@begin
In other frames you will be required to select the correct response from among several alternative choices. Here, you need only type the

a. letter of the correct response.
b. entire answer.
@end
@answer a
@tries 2
@graphic none
@video none
@begin
In other frames you will be required to select the correct response from among several alternative choices. Here, you need only type the
@end
@answer a
@tries 2
@graphic none
@video none
@begin
This frame shows both a v___deo and a gr___phic.
@end
@answer video graphic
@tries 2
@graphic http://www.someadress.com/images/image.jpg
@video http://www.someaddress.com/video/video.avi

12 Steps for Creating Programmed Instruction Tutorials
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To specify the initial behavior, the author states exactly what the learner should be able to do before starting the program, including any necessary concepts the student must already understand to learn the new material, as well as the required reading level.

To specify the terminal behavior, the author states exactly what the learner should be able to do after completing the program (essentially, the objectives of the tutorial, which can be presented to the student at the beginning of the tutorial). The author can also state conditions under which these behaviors should occur. "Conditions" describe precisely what stimuli or cues are present at the time the behavior is to occur.

Here, the author can do this by memory and independently "brainstorming." No references are used as they might limit a free-ranging exploration of all related concepts. State any key or related concepts or ideas that the rules generate. If possible, state these in a outline or word processor for easy rearrangement.

Here, the author studies the dictionary, thesaurus, encyclopedia, reference books, literature, notes, videos, web information, talks with others, or other resources to help clarify, better define, or add rules. When resources give only examples, the author may need to induce the applicable rules.

Here, the author sorts and rearranges the rules into developmental order considering their importance, complexity (simpler rules first), chronology (ordering of rules in time), and/or dependence on prerequisite rules (need to know earlier rules to understand later rules). Meaning, the author orders the rules according to which rule should be taught first, then second, and so on.

Here, the author can create a matrix (grid or spreadsheet) listing the same rules on the left and top of the matrix. The author can then identify intraverbal connections (relationships) between the rules. When the rules are related in some important way, an R is placed in the adjoining cell. When the rules differ in some important way, a D is placed in the adjoining cell. Notes can be taken below to grid about these relationships. These notes and the matrix cue the author to include discrimination frames for rules that are similar or different in important ways. The matrix can also help the author to look for exceptions, special cases, and possible areas of confusion.

For each rule, the author lists as many examples as possible. Examples should be specific and diverse, simple and complex, and should exemplify how the rules relate and differ. Many examples are needed for each rule to first TEACH, and later for PRACTICE and REVIEW. The learner will need to apply, induce, discriminate, and generalize among and between examples for every rule. This list of examples will come in handy as the author later constructs actual frames. Within the frames, the author can use simple examples first, and then gradually incorporate more complex and diverse examples to promote generalization of each rule. Examples can be common everyday examples, non-examples, special or limiting cases, trivial, etc. Examples should be age-appropriate, relevant, interesting, and designed for the target audience. Listing as many examples as possible is very important, for it is through examples that rules are learned.

The author takes another look at the preliminary ordering of the rules, and lists the examples under each rule in their developmental order. Again, if the rules and examples are typed in a word or outline processor, the rules and examples can be easily rearranged, copied, and pasted.

Using the ordered list of the rules and examples, the author carefully selects, combines, and groups the rules and examples into frames. The same rule is presented and repeated in subsequent priming frames as new examples are presented. The author constantly "thinks ahead," looking at the next rule to be taught on the list, and includes priming information in early frames that prepares students to answer correctly in later frames. Thematic and formal prompts are used sparingly, primarily for low probability responses. Copy frames are rarely used. Prompts are faded as the program progresses. Practice frames are included. Test frames are next. Review frames are used to review prior instruction that is linked to upcoming instruction. Answer blanks are placed near the end of each frame and are used to teach the criterion behavior. Grammar and spelling is corrected. Gender bias is corrected. For novice programmers, the Example RULEG Frame Type Pattern can be consulted (see far below).

Here, the saying "The student writes the program" is not to be ignored. Inspect the record of sample student responses. Errors point to frames that require revision. Additional instructional priming frames may need to be created and inserted within the tutorial.

Re-administer the tutorial to different small sample of appropriate students and revise again if necessary.

Priming
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One of the instructional "powers" of PI resides in the techniques used to create INTERACTIVE tutorials that require overt constructed-responding (that strengthen intraverbal connections between key words and concepts). PRIMING is one of these techniques.

Definition of Priming (Prime)

In programmed instruction (PI), PRIMING is the introduction of words in frames just prior to those frames in which the words are to be emitted as correct answers. Priming is a kind of supplementary stimulation designed to increase the probability that a response will be overtly emitted as a correct answer. Whereas a PROMPT (Formal and Thematic) is a kind of supplementary stimulation provided in the current frame, a PRIME is a supplementary stimulus employed in a previous frame but not in the current frame.

Thus, the introduction of words in current frames that will be used as correct responses in later frames is called PRIMING. A word presented to a student in a previous frames, and now required as the correct response to a blank in a current frame, is an example of a PRIME for the correct response to this blank.

Priming Frames Vs. Copy Frames

Poorly created programs attempt to achieve interactivity (overt responding) by simply presenting a concept or word on the frame, and asking the student to emit the same response in the same frame. This is called a COPY FRAME. Here, the student simply "echoes" or copies the response.

Above, the student can simply copy the response "singular." The student can simply read this word in the first sentence and emit it as the answer to the blank. This amounts to simply echoing the response, and does not strengthen this response or build connections between this response and other key words of the rule (like one, person, place, or thing). Many poorly constructed PI tutorials simply present copy frames, one after the other, like so:

Priming the Response - Example Frames

Properly constructed PI tutorials PRIME responses. Here, material is presented in prior frames that will later be asked as answers in subsequent frames. The sequence of frames below demonstrates this process of priming. Notice there are no copy frames. Read the frames in the column on the left, and the specific analysis of each frame in the column on the right:

FRAME	ANALYSIS
1. A SINGULAR NOUN is a word than names only ONE person, place, thing, or idea. Singular means being only one of its kind. You are singular because there is only one of you in the entire w_____ld.	In frame 1, the definition of "singular noun" is presented (primed for later frames) and the words SINGULAR NOUN and ONE are capitalized. Thematic prompting is used to increase the probability of the correct response "world" (the phrase "only one of you in the entire world" is hopefully a phrase that the students have heard in the past), as well as formal prompting (letters "w" and "ld" around the blank). The words "only one" are contiguously paired together (primed for the next frame).
2. The sun is A SINGULAR NOUN because it names a person, place, thing, or idea (it names a thing) and there is only _______ sun in our entire solar system.	In frame 2, the definition of "singular noun" is presented again (primed for later frames) within an example (the sun)--not just simply restated.. The response "thing" is emphasized within the parentheses (primed for the next frame). The word "only" is presented as a thematic prompt for the response "one" (primed in the previous frame, and hopefully students have heard or said these two words together many times in the past).
3. In the sentence "The fish lives in the fish bowl" the word "fish" is a singular noun because it names a person, place, th____ng, or idea, and there is only _____ fish living in the fish bowl.	In frame 3, a different example is presented to help the student visualize the concept (concept of "fish"). "Singular noun" is presented again (primed). The words "person," "place," and "idea" are primed (person will be used as a response in frame 5). "Thing" is a required response (primed in previous frames). Formal prompting is used ("th" and "ng" around blank). "Only" is a thematic prompt for the response "one" (previously paired and primed). Technically, "only" is also a formal prompt for "one" because it shares a bit of the same form of the response--the letter "o."
4. The moon is a singular noun because it names a ______g and there is only ______ moon revolving around our planet.	In frame 4, "moon" is presented to help visualize the concept of "singular" and "one" (and "moon" is thematically related to the concept of "sun" in prior frames). "Singular noun" is presented (primed) again. "Thing" and "one" are required responses (both primed in prior frames) and "g" is a formal prompt.
5. Washington was the first president of the United States. The word "Washington" is a singular noun because it names only _____ p_____, place, thing, or idea. However, the word "States" is NOT a singular noun because it names m____e than _____ thing.	In frame 5, a different example is presented to help generalize the concept of singular noun--that of a person (Washington). "Singular noun" is primed again. "Only" serves as a thematic prompt for the first blank. Following the second blank (p_____), the thematic prompts "place, thing, or idea" increase the probability of a correct response (this combination of words has been paired together in prior frames). For the third blank, the letters "m" and "e" serve as formal prompts, and the words "NOT" and "than" serve as a thematic prompts, for the response "more." This frame (specifically the phrase "more than one") serves as a priming frame for the concept of PLURAL NOUN that will be taught in much later frames.
6. Singular means being only _____ of its kind.	Frame 6 serves mainly as a test frame for the concept "one," which is a key word (intraverbal) in the the rule that is being taught (which has been primed in previous frames).. This frame also serves as a priming frame for the concept "singular."
7. A a word than names only ______ person, place, thing, or idea is called a s_____ar noun.	Frame 7 provides formal prompting ("s" and "ar") for the response "singular" and primes the words of this rule. Notice, this is the first frame in which the student is required to emit the response "singular."
8. A a word than names only one person, place, thing, or idea is called a ______ ______.	Finally, frame 8 serves as a test frame for the response "singular noun." All previous frames served as priming frames, in one way or another, to finally reach this point.

Thinking Ahead

Priming is the introduction of words in frames just prior to those frames in which the words are to be emitted as correct answers. In PI tutorials, current instructional frames almost always contain material that will serve as answers to later frames. Except for test or review frames, each instructional frame is requiring an overt response that was primed in a previous frame, and at the same time is presenting material that is priming responses that will be required as answers in later frames. In this way, frames are "connected" to each other, build upon each other, and constantly prime the introduction of new material and require overt responding of previously primed material. The designer of a PI tutorial must always be "thinking ahead"--priming material in current frames that will be asked for as responses in later frames.

The First Frame

Sometimes the first frame is the most difficult to design. Designers are tempted to use a copy frame--to "get the student going" on emitting overt response while beginning to prime material. Avoid copy frames at whenever possible. (However, copy frames are useful for helping students to spell a difficult or technical term--giving them a frame to practice spelling the word.) For the first frame, use thematic prompting--use phrases or words that have often been paired in the past by the students--to help them emit the first response.

For example, if the rule I am trying to teach is "Venice is a city in the country of Italy," I could use thematic prompting and start the first frame like these:

1. Venice is a city in the country of Italy. Italy is a country that is shaped like something you would wear over your feet, like a shoe. It looks long and slender, like it has a heel and a toe, and is shaped like a cowboy b_____.

In the above frame, notice all the thematic and formal prompting for the response "boot":
- "wear over your feet" (thematic)
- "like a shoe" (thematic)
- "long and slender" (thematic)
- "heel and toe" (thematic)
- "oo" in "looks" (formal)
- "cowboy" (thematic)
- "b____" (formal)

Preparation is Key

In preparation for constructing effective PI frames that include the technique of PRIMING, following steps 4-7 of the 12 Steps for Creating Programmed Instruction is critical to helping the designer see the relationships between the rules. Upon ordering the rules and examples, looking at their similarities and differences, and creating examples and non-examples, the designer can see how prior frames can be "connected" to later frames--how one frame may be testing a prior rule can also be priming a later rule. How examples that exemplify the current rule also include key terms that prime these responses for later rules. Again, the designer of a PI tutorial must always be "thinking ahead"--priming material in current frames that will be asked for as responses in later frames.