Instructional technology is a subset of educational technology concerned with instruction and achieving specific learning objectives. It analyzes content by dividing it into elements that can be presented independently in a logical sequence with appropriate reinforcement. Instructional technology assumes content can be broken down, external learning conditions can be created, and students can learn at their own pace without a teacher. It helps teachers and learners by setting objectives, choosing instructional materials, media and methods, creating an optimal learning environment, and facilitating evaluation.

1. FORMS OF EDUCATIONAL TECHNOLOGY
Presented by
Dr. Shabir Ahmad Bhat
Faculty of Education
University of Kashmir South Campus

2. FORMS OF
EDUCATIONAL
TECHNOLOGY
TEACHING
TECHNOLOGY
INSTRUCTIONAL
TECHNOLOGY
BEHAVIOURAL
TECHNOLOGY
INSTRUCTIONAL DESIGN
TECHNOLOGY

3. 1. TEACHING TECHNOLOGY
It is a subsystem of educational technology.
It is an application of philosophical, sociological and
scientific knowledge to teaching for achieving specific
learning objectives.
Is concerned with the systematization of the process of
teaching.
It provides necessary theory and practice for the teachers
to bring improvement in the task of teaching.
Teaching cannot be treated as a sum total of certain
teaching skills rather a teacher has to play the role of a
technician by learning the art and science of teaching. –
do his job effectively.

4.  A technical knowledge and skill of task requires that it should be
completed with reasonable economy and greater efficiency.
 If a teacher knows the art and techniques or if he is in a position
to make use of the teaching technology in realizing the
teaching objectives, he can get more success in his task with
the least of efforts.
 besides having a good knowledge or mastery over the subject,
the teacher must be well equipped with the technological skills
like:
a. Communication skill
b. Skill of interaction with his students
c. Skill of making the students to learn and think independently
d. Skill of evaluating and reinforcing pupil’s learning behaviour.

5. Main assumptions of teaching technology
Teaching is a scientific process.
Contents and communication are two major components.
By developing appropriate teaching situations, learning
structures may be generated.
There exists a close relationship between teaching and
learning.
Teaching activities can be modified and improved.
Teaching skills can be developed.
Learning objectives can be achieved by teaching activities.

6. Principles
 Teaching is a scientific process and its major components are content, communication
and feedback.
 By developing appropriate teaching situations, learning structures may be generated.
 There exists a close relationship between teaching and learning.
 Teaching learning activities can be modified, improved and developed according to
the needs.
 The behavior of the learner, in terms of learning structures, can be established by
appropriate teaching environment.
 Teaching skills can be developed and improved by means of feedback devices.
 Pre-determined learning objectives can be achieved by designing suitable learning
activities.
 Use of achievement motivation techniques enhances the output of the teacher and
the learner.

7. Characteristics of teaching technology
 Cognitive, affective and psychomotor objectives can be
achieved by this technology.
 Content structure can be related to communication structure to
achieve learning objective.
 Philosophical, sociological, psychological and scientific
knowledge can be applied to teaching process.
 Teaching can be organized from memory level to reflective level.
 With the help of teaching technology, teaching theories can be
developed.

8. Glazer, Bruner, Gagne, and Davies.
Davies (1971). Management of Learning presented
four contents of teaching technology.
i. Planning of teaching
ii. Organization of teaching
iii. Leading of teaching iv. Controlling of teaching
CONTENTS

9. i. Planning of Teaching
 It helps a teacher to plan the details of his teaching journey to be
travelled along with his students.
 A teacher must first try to formulate teaching-learning objectives to be
realized through the ongoing teaching learning process.
 Then a teacher should plan for the realization of the set objectives by
taking care of
a. The entry behavior of the learner.
b. Selection of appropriate learning experiences.
c. Selection of proper teaching methods, strategies, and aid materials.
d. creating a conducive and helpful environment for proper teaching-
learning.

10. ii. Organization of Teaching
 It supplies the necessary skills and knowledge to the concerned
teacher for arranging, relating and organizing all the available
teaching –learning resources, men and material
 Realization of the set teaching –learning objectives in the most
effective, efficient and economic way.
 It talks about the ways and means of seeking cooperation of the
administration personnel, parent, and community.
 Developing teacher’s own competencies for better
communication including proper use of teaching methods, aids,
strategies..
 Organization and utilization of the available physical facilities and
resources for better teaching-learning.

11. iii. Leading of Teaching
It provides necessary knowledge and skills for a teacher
to motivate, encourage, and guide and thus lead his
students on the path of learning for the realization of
the objectives.

12. iv. Controlling of Teaching
Helps a teacher to acquire necessary knowledge and
skill for the proper measurement and assessment of the
teaching-learning outcomes. i.e. the output of his
teaching in view of the set teaching- learning objectives.

13. 2. Instructional Technology
 Instructional technology is a another subset of educational technology, based
on the concept that instruction is a subset of education.
 It is an application of psychological, sociological and scientific principles and
knowledge of instructions for achieving specific objectives of learning. Its origin is
based on psychological laboratory experiments.
 Main contributors :
B. F. Skinner
Robert Glaser
N.K Crowder
Mager & Gilbert
 Education is a comprehensive process and imparting of instruction is one of the
means to achieve the goals of education .
 It helps the instructor and the Lerner in the desired instructional task in a given
teaching-learning situation for the realization of the stipulated instructional
objectives.

14.  Instruction stands for certain type of command meant for getting
some specific information, knowledge, and understanding about
the thing, system, or process.
 It includes the means and materials concerning individualized
instruction and self –learning including teaching machines and
computer assisted learning, independent of teachers and their
acts.
 Simply it is a type of technology meant for bringing improvement
in the instructional process.
 IT, first try to plan what type of instruction and instructional
material are needed in a particular teaching–learning situation
and then suggests ways and means for utilization of this
instructional material for proper realization of objectives which
are mostly cognitive (development of knowledge and
understanding) in nature.

15.  Affective and psychomotor domains of the learner’s behavior is
almost neglected in service provided by instructional technology.
 It makes the learner quite independent in his learning task with
the provision of self-instructional material, through programmed
instructional packages, teaching machines, computer assisted-
learning.
 He/she is no more in need of a tutor or teacher for carrying out
the instructional work and realizing the teaching –learning
objectives.
 Learning task becomes quite simple, systematic and interesting
according to the learner’s needs, abilities and pace of learning.
 Definition: It is a subsystem of educational technology which
helps the instructor or the learner himself as a part of his self
learning or auto-instruction by determining the media, methods,
and materials for the realization of the stipulated instructional
objectives in a given teaching learning situation.

16. Assumptions of Instructional technology
 Content matter can be divided into its elements and these
elements can be presented independently.
 External learning conditions can be created by arranging
elements in a logical sequence.
 Appropriate reinforcement can be provided continuously.
 Students can learn according to their needs and rate of learning.
 Students can learn successfully without the physical presence of
a teacher

17. Characteristics of instruction technology
 Cognitive: Cognitive objectives can be achieved through instructional technology.
 Analysis of content: The content matter can be divided into elements and each element can
be presented independently. It provides a deep insight into the content, structure, and
sequence of its elements. Thus students get opportunity to learn according to their own ways.
 Learning Conditions: External learning conditions can be created by arranging the elements
in a logical sequence.
 Continuous Reinforcement: Appropriate reinforcement can be provided continuously with
the use of instruction. Right responses of students are confirmed by providing feedback.
 Effective use of aids: Strategies and tactics of instruction can be used for achieving certain
well defined set of instructional objectives.
 Individual learning: The learner gets an opportunity to learn at his own pace. (individualized
instruction and self learning including teaching machines and computer
assisted learning).
 Learning theory: Instructional technology incorporates the psychological learning, theories
and principles.
 Instructional theory: Instructional theory may be developed by using this technology in
learning
process. It involves employing ideas, tools, A-V material, devices, techniques, procedures for
making learning more effective.

18. How IT helps teacher & learner in task of instructions
& learning in a particular teaching learning
situation
i. Setting of
Instructional
Objectives
ii. Taking
Decision
about
Instructional
material
iii. Taking
Decision
about the
media &
methods
iv. Taking
Decision
about Proper
instructional
environment
v. Helping in
the task of
evaluation

19. i. Setting of instructional objectives
 Instructional objectives make the core and heart of instructional process.
 What type of behavioral changes are to be expected after going through the
piece of instruction to the learner is to be decided & set before proceeding.
 Take decision according to:
1. The age and grade level of the learner
2. The physical, emotional, social and mental potential of the learner.
3. The previous experience of the learner related to the subject and topic
4. the men-material resource available for imparting instruction.
 For setting instructional objectives, for particular instructions and group help may
be taken from content material of IT. E.g.
for Taxonomy of instructional objectives, in cognitive and affective domain
(Bloom’s Taxonomy approach) and in psychomotor domain (Simpson &
Harrow approach).
For writing instructional objectives in behavioral terms ----Mager’s and Robet
Miller’s approach or RCEM approach can be used.

20. ii. Taking decisions about instructional material
 In view of set objectives what type of learning experiences
should be provided according to the needs are decided here.
 Selects the teaching-learning experience, organize and
integrate them properly for utilizing the course of instruction.
 Instructional material is divide into properly related and
sequential units by following the principles of simple to
complex, specific to general, theory to practice etc.
All such decisions are facilitated by the knowledge and skills
provided by instructional technology.

21. iii. Taking decisions about media & methods
 There are variety of media & methods available for imparting instructions.
 Single media or method is not suitable for imparting all types of instructions.
 A teacher has to take proper decision while selecting particular media & methods.
 Depending upon the nature of the piece of instruction and resources and environment
available in a particular teaching – learning situation.
 Instructional Strategies: Lecture strategy, Demonstration, tutorial, narration, description,
explaining, illustration, role playing, gaming, group discussion, question-answer, discovery
or heuristic, problem solving, excursion, assignment, brain storming, etc.
 Special instructional procedures for carrying out auto-instruction or self-learning like
programmed learning instruction, instruction carried out with the help of teaching
machines, computer assisted instruction, personalized system of Instruction(PSI) ,learner
controlled instruction etc.
 Cooperative or group instructional strategies like working on a project, living and learning
in a community, team teaching, etc.
 Knowledge and application of various types of A-V aids & instructional material like, radio,
TV, tape recorder, projectors, charts, maps, diagrams, models etc.

22. v. Taking decisions about the proper instructional
environment
 Instructional technology makes us aware or conscious regarding
the needs, selection, and organization of suitable instructional
environment.
 It emphasizes that a particular type of environment is suitable for
carrying out particular type of instruction.
 It helps teacher as well as learner for organization of type of
instructional environment.

23. v. Helping in the task of evaluation.
 Evaluation is real key and controlling agency for any type of
instructional activity, ether carried by teacher or in shape of
auto-instructions.
 Helps to know how far a teacher or a learner has been
successful in realizing the stipulated instructional objectives
through a well planned strategy of evaluation.
 Teacher made test, standardized test, construction of the
achievement test, self-evaluation test, etc. helps to evaluate
cognitive, effective and psychomotor changes in the pupils
behavior.

24. 3. Behavioural Technology
 B.F. Skinner popularized the term behavioural technology while making use
his theory of operant conditioning. He demonstrated, ‘through his
experiments, how any type of learning or training can be induced in animals
and human beings with the help of behavioural technology and how the task
of shaping the behaviour in a desired form and direction can be carried out
with the help of means and material supplied by Behavioural technology.
 Woodworth (1945)‘‘Any manifestation of life is activity” and behaviour is a
collective name of such activities. Therefore, the term human behaviour
includes all types of conative, cognitive and affective activities.
 When we talk about the study of behaviour in psychology, we mean the
study of behaviour of all living organisms and not merely of humans.
 Behavioural technology as one of the types/kinds of educational technology
(owing its origin to the theory and practice of applied psychology) in its
broad form, may utilized to study and bring modification in the behaviour of
all living organisms.

25.  In technical sense behavioural technology, also include behaviour
modification strategies which are not based on learning principles
(e.g. chemotherapy, the use of physical restraints, and brain
surgery). However, in school situations, behavioural technology
has almost become synonymous with the task of behaviour
analysis and behaviour modification carried out through the
principles of operant conditioning and observational learning
(imitation of a model behaviour).
 A behavioural technologist tries to assess and modify the
behaviour in terms of both consequences (i.e. events that follow
behaviour) and antecedents (i.e. events that precede behaviour).
These antecedent events may be environmental events or
cognitive events (i.e. thoughts, attitudes or perceptions) that are
considered to influence behaviour.

26. Use & application of BT
1. Analysis of behaviour
2. Setting the target behaviour for
behaviour modification
3. Providing suitable ways and
means for behaviour modification:

27. Analysis of behaviour
 help in analysing the observed behaviour of the individuals in a
proper way.
 An analyst with its help may state the behaviour in specific,
observable behavioural terms, e.g. he is daydreaming or wasting
his time in gossiping or reacting in a specific way in a specific
situation, etc.
 Behaviourists have developed proper tools for the analysis of such
behaviour. In the task of behaviour modification of the’ teachers,
Flanders has developed his inter-action analysis system for
analysing the classroom behaviour of the teachers in specific terms.

28. Setting the target behaviour for behaviour
modification
 Once the existing behaviour is known and analysed into specific
behavioural terms, the behaviour technology helps in setting as
well as stating the target behaviour (desired’ modified behaviour)
in specific behavioural terms.
 For example, if a student behaves aggressively on the playground
(showing undesired behaviours like pushing, grabbing, kicking and
threatening to hurt other children), the desired modified target
behaviour, according to a behavioural technologist, may be
defined as “participating non-aggressively”.
 This helps us to identifying and fixing of a desired modified target
behaviour in specific term, the actual task of behaviour
modification, then may become quite scientific, purposeful and
goal-oriented.

29. Providing suitable ways and means for
behaviour modification
 Behaviour technology provides the necessary ways and means, tools,
and techniques for the desired behavioural modification (attainment
of the modified target of the concerned individuals.
a. the learners to acquire the desired learning experiences in terms
of knowledge, understanding, skills, application, attitudes and
values, by bringing changes in their entry behaviour.
b. the teachers by suggesting ways and means for bringing
changes in the learning and acquisition behaviour of their
students.
c. the parents, teachers, educational administrators, guidance
personnel and social workers, by suggesting suitable technology
for the prevention and treatment of behavioural problems and
disorders.

30. d. the parents and teachers to work with their children
and students for the optimum growth and development
of the desirable personality traits and behavioural acts.
e. the teachers in learning proper teacher behaviour and
acquiring needed teaching skills through special
behavioural technology techniques like interaction
analysis, micro-teaching, simulated teaching, team
teaching; action research, etc.
f. the teachers to manage properly the classroom
behaviour and interaction of their students aimed at
creating proper conducive environment for effective
teaching learning.

31.  In this way, behavioural technology may help the interested individuals to know the
nature of the existing behaviour, the nature of the target (desirable modified) and the
way and means to meeting the gaps between the existing and target behaviours.
 Behaviour technology through appropriate learning principles based on operant
conditioning and social learning, induces the desired behaviour or brings the needed
modification in the behaviour.
 Two most important behavioural technology practices, shaping and modelling for
bringing the desired modification in the behaviour of students.
 i. In shaping technique (based on Skinner’s operant conditioning), a slightly modified or
improved behaviour is properly reinforced for attaining the desired degree of
modification in ones behaviour. Example, if a student works out only two mathematical
problems during a 20 minutes period a teacher is set to improve students problem-
solving behaviour by increasing his frequency to solve 10 problems (having appropriate
difficulty level) in that very duration he has to make attempt in this direction by
establishing a series of steps between the current level of performance, and the target
behaviour and also by providing appropriate reinforcement at each step. As soon as
the student progresses in some way, i.e. 3 to 4 problems in 20 minutes period or merely
tries in this direction he may be appropriately reinforced (rewarded for his
improvement). The process of pushing him towards the target behaviour, thus, may go
systematically’ by adopting an appropriate reinforcement schedule.

32.  ii. In modelling technique of behaviour modification, the
appropriate target behaviour is put before the child by a model
for his observation. This model may be teacher himself or may be
parents, the peers or somebody else in a video film or on the
television screen. The child tries to imitate the observed behaviour
of the model through the principal of social and observational
learning.
 Not only some specific behaviours but also some quite complexes
sequences of behaviour like operation of any mechanical or
electronic appliance or technique of a game can be learned
through such observation.
 The modelling strategy work as a powerful self-instructional
strategy for the acquisition of a target behaviour.

33. 4. Instructional Design Technology
 Instruction as a process stands for helping the individual as a learner for
achieving the stipulated teaching-learning objectives.
 A good instruction is always goal-oriented with a specific purpose should
always be a well-conceived, planned and effectively controlled
phenomenon.
 Educational technology, with instructional design technology, brings out
effective instructional designs for improving the process and products of
instruction.
 Dr. Robert C. Branch (1966) instructional designs are meant for “responding to
the complexities associated with the instructional episode by analysing,
defining, testing and recommending strategies for implementing instruction".
 In simple meaning IDT, stands for a layout of plan describing the manner in
which an instructional process (involving teaching, learning and interaction)
should be carried out for attainment of the stipulated instructional objectives.

34.  An instructional design technology, is concerned with the planning,
execution, and evaluation of the instructional process for the
effective on the process and product of instructions.
 Unwin (1969), ID technology is concerned with the "application of
modern skills and techniques to requirements of education and
training (instructions). This includes the facilitation of learning by
manipulation of media and methods, and the control of
environment as the reflections of learning.
 Instructional design technology adopts a few distinctive
approaches like system approach, cybernetic approach and
training psychology for generating effective instructional design
with a clear-cut motive of helping the learner and teacher in the
attainment of the stipulated instructional objectives.

35. Training Psychology
 Training psychology simply stands for that part of Applied Psychology
which is used for training purposes.
 In training psychology the rules and principles of Applied Psychology
are applied to bring desirable improvement in the performance of
the trainees/learners with regard to certain learning acts or tasks.
 In the field of education, training psychology plays a leading role in
the planning and structuring of appropriate instructional designs.
 The instructional designs are usually defined as a kind of systematic
procedure to bring about learning or solve the problems of
education and training, it means that training psychology
appropriately helps in designing the framework or developing
systematic steps and procedure for performing a task or act quite
satisfactorily.

36.  The origin of training psychology is considered from military training. In
military training, the military personnel are subjected to rigorous training to
perform their tasks perfectly, which is first analysed in a proper way & is
called task analysis.
 Every task or activity, thus, is analysed into its various proper elements or
components. In a learning or training scheme, these task elements or
components are arranged in a proper sequence for getting desired
outcomes.
 Proper instructional designs in terms of structuring proper learning
environment, methods and media are then planned for increasing the
performance level with regard to these task elements.
 The performance with regard to one task element acts as a mediator for
the subsequent tasks particularly, the last one. Performance in one task
element, reinforces the learning behaviour of a trainee for acquiring
efficiency in the performance of others.
 Inheriting the basic principles and structure from military training, training
psychology thus aims to bring improvement in all the task elements to be
performed by a trainee or learner.

37. Basic Assumptions
 Teaching is the independent variable where learning is- the
dependent variable.
 Learning outcomes or training output cannot be improved by
learning theories. Therefore emphasis should be laid on the
teaching theories— learning conditions in teaching rather than the
learning theories only.
 The performance of the learner or a trainee with regard to the
performance of learning task can only be improved by planning
and structuring of the appropriate teaching tasks.
 Learning or training depends on some specific norms and
systematic designing of activities/tasks. A task, therefore, should be
analysed into its proper elements or components for creating
appropriate learning conditions to acquire the desired efficiency
with regard to the performance of the whole task.

38. Basic principles
 1. Principle of analysing the whole task: A task or behaviour to be learned may be
analysed into its various elements or components called task elements for carrying out
better learning/training.
 2. Principle of providing training in task elements: The task elements may be subjected
to proper learning tactics and Strategies. It may include facilitation of the learning by
manipulation of media, methods and control of the environment.
 3. Principle of sequencing the task element: All the analysed task elements or
Components can be arranged properly in a meaningful sequence for acting as a
mediator in the accomplishment of the last event or task in the chain of task
performance.
 4. Principle of self-rewarding and reinforcement : The task elements are helpful in the
transfer of learning and training. Moreover, these are so analysed and sequenced as
the mastery over one reinforces the behaviour of the learner to acquire mastery over
the other in the chain of task performance.
 5. Principle of learning with own pace: Training psychology employs the principle of
learning with own pace. The task elements are accomplished by each learner
according to their own needs and learning abilities. Accordingly, one may get help
and remedial instruction about his own felt difficulty with regard to the performance of
a particular task element.

39. Utility of Training Psychology in Education
 1. Providing specific models of teacher education
 Training psychology has established its worth in suggesting appropriate
models of teacher education for the training of in service and students
teachers. Through its basic nature and Principles, it has helped on the
analysis of teaching task and identification of teaching skills, and this has
made possible the best suitable training programme for the training of
teachers according to the available resources and the prevailing
environment. Through the outcome of the various types of models it has
been possible to:
 organize the training tasks in such a way as to develop the internal
abilities and efficiency of the student teachers.
 develop teaching skills or teacher behaviour for the desired classroom
interaction; and
 bring improvement in the outcomes of the teaching performed by the
teachers.

40.  2. Helping in solving the problems concerning education
 Training psychology has helped in solving the following practical
problems related to the field of education, learning and training:
 Designing individualized or remedial instructional programmes for the
benefit of the individual learners.
 Organization and development of curriculum suiting the nature and
characteristics of the individual and group learners.
 Selection of the appropriate strategies, means and material and seeking
environmental control according to the nature of the teaching-learning
task.
 3. Providing appropriate instructional designs
 Training psychology has helped improving classroom instruction by
suggesting appropriate instructional designs. For this purpose, the
principles of training psychology have been appropriately applied for the
analysis of the instructional task elements and then suggesting proper
ways and means for their accomplishment and that of the related
instructional objectives.

41.  4. For Developing an Instructional System
 Training psychology can be effectively used in the development of
appropriate instructional and training designs. This development
procedure, in general, is said to involve the three basic stages,
namely planning, implementation and evaluation:
 At the planning stage the activities are selected as to help in
determining the objectives or outcomes of the training process.
 At the implementation stage, the activities are so performed and
executed as to help in achieving the set objectives of the training
using the means and materials planned at the planning stage.
 The last evaluation stage is concerned with knowing about the
progress of the training procedure to achieve the training
objectives.

42.  The main activities carried out at these stages are
 1. Explaining the learning or training objectives in brief and clearly defined
behavioural terms.
 2. Analysing the task of learning or training into appropriate task elements or
components.
 3. Arranging the task elements into proper sequence in view of the
accomplishment of the last task element in the chain of task performances.
 4. Selecting proper learning/training strategy and means for the
accomplishment of each task element.
 5. Ensuring adequate transfer of learning/training from one task element to
another enabling each element as mediator for the learning of the final and
complete skill of the whole task.
 6. Evaluating the progress in view of the achievement of the desired
training/learning objectives.
 7. Using feedback to monitor progress and make adjustment in
training/learning strategy.

43. Cybernetics
 This approach may be very useful in developing appropriate
instructional designs quite self-regulatory and auto-instructional in
their execution by properly adopting the mechanism of feedback.
 Derived from Greek word Kubernetes meaning Steersman.
 The function of the steersman is to steer the ship or boat in right
way in right direction. This means that a person should have
proper control over the steering function. As and when he gets a
hint or communication (feedback) that the boat or ship is going
astray, he should exercise the control and steer the boat again in
the right direction. In this way by exercising the correct device and
appropriate control with the help of good communication and
timely feedback, the steersman is able to regulate the working of
his vehicle.

44.  In the similar way the teacher is the steersman of teaching-learning
process. He has to take along with him the pupils for reaching a set
goal by steering out a lengthy path.
 While working with system, if he gets feedback that the system is
working properly in terms of output, it will be steered with no
change. But if he gets communication that there is something
wrong with the system, he will try to set it right.
 For this purpose, he may have to bring changes in his own method
of teaching, the size or quality of the content or learning
experiences, interaction with his students, etc. and again the
system is put to work after being corrected.
 This is how a system is controlled by receiving proper
communication and feedback about its functioning in right or
wrong way.

45.  If somehow the system may be made self-functioning and self-
regulatory, having an automatic control on its process as a result
of the feedback received by it, the system may be termed as an
improved system over the extrinsically controlled system. e.g. our
body systems, foul smell, hunger etc.
 Cybernetics as a developing science and technology aims to
help in the building of such a system which is self-regulatory.
 As a definition, cybernetics may be termed as the science of
communication and control that can help in building as a self-
regulatory automatic feedback system similar to that found in
animal, men and machines. It can modify its operation in the light
of the feedback received by it through its output.

46. Main theoretical ideas and principles of cybernetics
 1. Any system has three basic elements input, process and output
 The system needs something in the shape of men and material resources for its
initial functioning. It is the input. The process unit that works for modifying the
input and output is the unit for discharging the results of the process.
 2. The system can be classified as an open loop system and a closed loop
system
 The open loop system is not a self-corrective automatic system because it is not
able to communicate and provide feedback about its working. But the
cybernetic system stands for the closed loop system, in which, the output from
a System can be effectively returned as input for controlling the future output.
It is referred as feedback. This type of effective and dynamic feedback is
available only in the closed loop system and it is the central nerve of the
cybernetics approach. It is the communication machinery that alerts the
system for adopting self-corrective device, control its working and making
further necessary improvement in its functioning.

47.  3. The feedback mechanism in a cybernetic system
 As perceived by Smith and Smith (1966), the feedback
mechanism is responsible for the following three main functions:
 Generating actions of the system towards a goal.
 Comparing the effect of this action with the most appropriate way and
detecting deficiencies/errors to meet the goals.
 Utilizing the deficiency/error signals to redirect the system.
 In this way, it is the feedback mechanism that is responsible for
running a system in a proper way and providing clues for bringing
desirable improvement in it for the effective realization of the
objectives.

48. Use of cybernetics in the Development of instructional Designs
 The cybernetics theory and mechanism can be properly applied to
the process of instruction for making it a self-regulatory, self-
corrective and auto-instructional system. Let us see how can it
happens
 1. Ordinarily, the teaching or instruction as a system may be
supposed to have three major elements input, process, and output.
 2. The input elements of the instructional system here will consist of
the learning experiences (in the shape of set curriculum, syllabus,
etc.) to be given to the students, their needs and entry behaviour,
the objectives of teaching, the teacher, the instructional methods,
the material and material resources, and the teaching-learning
environment.
 3. In process part, the actual instructional work will be carried out by
involving and making use of the input material- human and physical.

49.  4. The output part of the teaching or instructional system will
instructional process in the form of the students’ responses,
acquisition of skills, change in attitude and interest, etc. It will also
throw light on the effectiveness of the system for the realization of
the set instructional objectives.
 5. For turning the usual system of instruction into a cybernetics
system, the main role is to be played by feedback mechanism.
The output of the instructional process should properly return as
input to control future output. It will automatically work as self-
corrective device for detecting the strengths and weaknesses of
the input element and also of the process part. After making
needed correction, it will bring improved results in the form of
better output. Gradually, the system will yield into a self-regulatory
auto-instructional system.

50. Its advantages
 1. The teaching and instructional process can be made self-regulatory
and auto instructional by properly adopting the mechanism of feedback
as advocated by cybernetics If we can arrange for the continuous flow
of the feedback in the input element of the instructional System, it can
reinforce the learner’ s behaviour for becoming an independent and
autonomous one.
 2. The basic and central problem in any Course of teaching learning is
the proper motivation. However, if we adopt the cybernetics approach,
the regular feedback automatically received by the learner may
Continuously reinforce him for getting due motivation and zeal for self-
learning.
 3. There can be proper control over the system of instruction as a whole
with the application of the principles of cybernetics. With the adoption of
this approach, the teachers can exercise full control over their teaching
and the learners over their learning for the realization of the set
objectives.

51.  4. Cybernetics may be used for developing remedial instructional activities. The
feedback provides information about the deficiencies and shortcomings
creeping into the system. On the basis of such detection, a proper remedial
programme may be chalked out by means of measuring the improvement in
output and subsequent feedback.
 5. Cybernetics is an automatic feedback system, applied to the process of
teaching and learning to help the teachers and the learners in their self-
improvement. For example, when a teacher is teaching something to a class,
he gets feedback from his students that they want to study some other thing in
some other way. He gets himself corrected in the light of the feedback.
Accordingly, he may bring change in his instructional methodology.
 6. Cybernetics as a method of good communication and control can assume
the role of a proper training technology. The cybernetics approach with its tool
of controlled feedback has been able to give birth to a number of good
innovations in the field of teacher education such as micro-teaching,
simulated teaching, and interaction analysis. Accordingly, it can be properly
utilized for bringing desirable modifications in the behaviour of teacher trainee
and helping them learn appropriate teaching skills.

52.  7 The cybernetics technique leads to proper individualization of
the instruction. Every learner may learn with his own pace. He
gets opportunity for self-correction with the help of dynamic
feedback.

53. END