1.
26/4/2013

2.
SYSTEM THEORY (KEY CONCEPTS)
• Procedures and
rules
Systematic
• All components
respond when a
single
component
manipulated
Systemic
• Feedback
elements
Cybernatic
• Interdependence
• Respond to environment
• Synergistic – whole is greater than the sum of its part
• Component must work together to achieve desired goals

3.
How does system approach relate to
instructional system?
• Instructional process – is viewed as a system
• Its purpose = bring about learning
• After instruction episode a test may be
administered

4.
• If a learner’s performance is not satisfactory,
change is needed to provide more effective
instruction, so as to help a learner to achieve
desired goals.
• Components of instruction (learners,
instruments, learning environment, content)

5.
Input – process – output paradigm
(IPO)

6.
• Due to the
complexity of
instructional system,
we have to design
the instruction

7.
What is ID?
Process of solving instructional problem
by systematic analysis of the conditions of
learning

8.
Performance Discrepancy Diagram

9.
Example
• Students’ performance in Biology subject
• Actual performance vs desired performance?
• Causes?

10.
Three causes of discrepancy
• Limited resources (not allowed)
• Lack of motivation (do not want
to)
• Lack of knowledge or/and skills
(do not know how)
Another
person’s task
Designer’s
task

11.
• What are the preferred ID for learning typed
involved?
• What must happen for learning to occur?
• How will content be presented?
(video/LCD/web-based etc)
• How to deliver system?
• How to sequence and organise information?

12.
• Describes general component of a set of
instruction materials and procedures to be
used with materials to elicit certain learning
outcomes
• (As an answer to how to teach the content)
Instructional design strategy

13.
Selecting Methods, Media & Materials
• Methods (a techniques or procedure used to help
students learn)
• Media (a means of providing a stimulus-rich
environment for learning e.g., multimedia, video,
text, real object etc)
• Instructional materials (specific items used in a
lesson and delivered through various media)

14.
Selecting instructional methods
• Cooperative
learning
• Discovery
• Problem solving
• Simulation
• Drill and practice
• Tutorial
• Presentation
• Demonstration
• Discussion

15.
Selecting instructional media
• Multimedia
• Video
• Graphics
• Audio
• Text
• Real objects
• Models

16.
• What were the reasons you use to make your
selections?
• Did you intensify any potential problems with
your selection?
• If so, what were those problems be?
• What other methods and media could you
also have selected?
• Under what conditions would you switch to
those alternatives?

17.
Selecting instructional materials
• The simplest way is to incorporate
existing materials
• Determine needs
• Check a variety of sources
• Obtain and preview material
• Try the material
• Compare any competing materials
• Make your selection

18.
Modifying available instructional
materials
• If you cannot locate suitable materials, you
may be able to modify what is available
• It is more effective in terms of time, to modify
the materials rather than developing it from
scratch

19.
Creating new instructional materials
• Refer to overall learning objectives (what
needs to be constructed so that the
activities are useful?)
– Will the students need explanation, examples, non-
example?
– Will feedback be needed and how quickly should you
deliver it?

20.
• Put yourself in “learners’ shoes”
• What would you want to experience in order to
effectively learn this material?
• Look for means to make materials relevant to
students
Creating new instructional materials

21.
• Select the appropriate methods and
media (by which students should
experience your activities)
• Outline your activities
• Construct your material
• Review the material to ensure that you
make all needed changes
Creating new instructional materials

22.
Reflection
• Think back to the last time you conducted a class (probably
today?) consider the method, media and instructional
materials you used.
• Describe how that teaching/learning situation would have
changed if the students or learning environment had been
different.
• Explain why the selection of media is affected by the methods
used and why the selection of a method can be constrained if
a specific medium is required.