THREE INNOVATIVE TEACHING SYSTEMS: COMMON SOURCES OF EFFECTIVENESS.
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| Title: | THREE INNOVATIVE TEACHING SYSTEMS: COMMON SOURCES OF EFFECTIVENESS. |
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| Authors: | Geis, G. L. |
| Source: | Teachers College Record. 2/ 1/1970, p379. 11p. |
| Abstract: | Omar Moore's "Talking Typewriter," the University of Michigan's Center for Research on Learning and Teaching's "Coursewriter," and the University of Michigan's Center for Research on Language and Language Behavior's "SAID System," are described as technological devices for implementing psychological principles of learning. They are not presented as solutions to learning problems but rather as models for adjusting "future actions on the basis of the effects of previous behavior." In addition to illustrating the application of a system of psychological principles, the author has indicated how these instrumentation systems contribute to learning: "In each case, the environment is designed to be sensitive to the student's behavior"; "Each of the environments provides for continuing reinforcement of behavior"; "Each of the systems is adjustive"; "Each of these environments provides information to both the student and the teacher"; "The environments, therefore, have the promise of mobility"; and "In each of the environments examined, a team of people was involved in the design and the monitoring of the learning environment: teachers, psychologists, engineers." Any technological system of this sort is far more difficult and complex to design, maintain, and revise than is teaching. But in terms of student behavior, the machines can arrange optimal instructional environments that provide for learning and behavioral change. (Geis is with the Center for Research on Language and Language Behavior at the University of Michigan.) |
| Database: | Education Research Complete |
| Abstract: | Omar Moore's "Talking Typewriter," the University of Michigan's Center for Research on Learning and Teaching's "Coursewriter," and the University of Michigan's Center for Research on Language and Language Behavior's "SAID System," are described as technological devices for implementing psychological principles of learning. They are not presented as solutions to learning problems but rather as models for adjusting "future actions on the basis of the effects of previous behavior." In addition to illustrating the application of a system of psychological principles, the author has indicated how these instrumentation systems contribute to learning: "In each case, the environment is designed to be sensitive to the student's behavior"; "Each of the environments provides for continuing reinforcement of behavior"; "Each of the systems is adjustive"; "Each of these environments provides information to both the student and the teacher"; "The environments, therefore, have the promise of mobility"; and "In each of the environments examined, a team of people was involved in the design and the monitoring of the learning environment: teachers, psychologists, engineers." Any technological system of this sort is far more difficult and complex to design, maintain, and revise than is teaching. But in terms of student behavior, the machines can arrange optimal instructional environments that provide for learning and behavioral change. (Geis is with the Center for Research on Language and Language Behavior at the University of Michigan.) |
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| ISSN: | 01614681 |
