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)
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
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.