ERIC Number: ED130661
Record Type: RIE
Publication Date: 1966
Reference Count: 0
Techniques for Programming Visual Demonstrations.
Gropper, George L.
Visual demonstrations may be used as part of programs to deliver both content objectives and process objectives. Research has shown that learning of concepts is easier, more accurate, and more broadly applied when it is accompanied by visual examples. The visual examples supporting content learning should emphasize both discrimination and generalization skills. However, when procedural objectives are being taught, visual examples should emphasize the discrimination of appropriate parts and procedures and the chaining of responses. Discrimination in concept learning involves a decision as to whether a given situation belongs to a certain class of events, whereas discrimination in procedural learning involves identification skills. These distinctions imply differences in the format of visual demonstration used to support different learning objectives. In both cases, the presentation should guarantee that subjects attend and observe and that subject responses are contingent upon the observations that have been made. (EMH)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the National Society for Programmed Instruction Annual Meeting (St. Louis, Missouri, 1966); Archival document