#1. Keller's PSI

When I first read about Keller's PSI, Personalized System of Instruction, it reminded me of a software program I used in middle school that taught me how to type on a computer. My objective was simple: learn to type quickly and efficiently. I learned a few key strokes and then did drills to test my aptitude. The lessons built on each other with progressively more key strokes. By the end of the program, I could type at least 60 words a minute using any letter, number, or symbol and without staring at my fingers on the keyboard. Though the format bears similarity to what I understand to be a PSI, the typing program is largely a lesson in the motor skills domain of Gagne's taxonomy. PSIs have been developed to encompass more higher-order thinking.

One quality that stands out in a PSI is being learner-oriented. Along with positive reinforcement and opportunities to engage with the material, the student is allowed to learn at his/her own pace. This is especially beneficial and encouraging to online learners with full time careers and/or a family responsibilities. However, I do have several concerns about self-pacing. First, it requires a great degree of self-discipline. Is it possible that a student, for some reason, may be learning at a pace that is too slow? An instructor should advise the student about expectations and possible consequences. Also, students with varying levels of knowledge may be difficult to place in a group environment for collaboration. I think a PSI program with independent studies can be more flexible to individual pacing. On the other hand, a program which involves interaction with other students should set some common learning goals.

I would recommend the PSI system for Chinese language instruction because I like how it focuses on mastering one level before progressing into the next. Language is very much about building a strong foundation, learning basic characters, constructing simple sentences, and then creating more complex ones. However, I would encourage the students to progress at a similar pace because interaction and dialogue is important for learning to speak the language. Students who all work up to a capacity of about 50 vocabulary words would be able to converse more comfortably and effectively with each other. As for tools and resources, audio and video examples of the language in use, video chat, voice chat, and instant messaging would enhance the interactive experience.

References:

Davis, R. L., & Ragsdale, K. M. (n.d.).  Design of an effective, Web-based, global learning environment using the Keller Plan.