A SYSTEMS APPROACH TO INSTRUCTONAL DESIGN

1. A SYSTEMS APPROACH TO INSTRUCTONAL DESIGN PROFESSOR D.K AKANBI BY

2. Objectives This session is primarily • to build on the exposure through colloquium presentations on systems thinking particularly as it relates to one of our cardinal tripartite university responsibilities-Teaching. Put simply how could we apply systems thinking to instruction? • to sensitize on the need to re-examine our instructional plan and delivery system based on systems thinking for more efficiency and effectiveness using empirically-tested pedagogical principles.

3. Objectives-- 2 • to discuss and share our professional experiences with respect to viability of an application of systems thinking to teaching and learning.

4. Rationale Research studies have established the fact that learners/trainees acquire and retain knowledge and skills and even perform significantly better when the delivery of content/pedagogy is diversified and enriched with human and non-human resources than those without them (Akanbi,1988;Agun,1988, Ajayi-Dopemu, 1989, Akinyemi,1989; Reiser & Dempsey, 2012)

5. INTRODUCTION • What is Systems Thinking? • A Philosophy • A Framework • A Process • An Attitude

6. What is a System? System is an event/object/process made up of parts/elements that are co-operatively working together for a predetermined purpose. The parts are mutually interdependent and functionally related. While a system has an arbitrary boundary which encloses sub-systems- the component parts. Examples are body system, car, queuing procedure in the bank, eco-system, a nation (Nigeria, Brazil). Within any System are sub-systems while beyond the boundary of a system is a supra-system i.e. its environment

7. What is a System? --2 • Any defect in any of the sub-system will affect the other sub-systems and the whole system. • Any system is greater than the sum of its components.

8. Attributes of A System • System, Sub-system, Supra-system (Organic whole or organism) • Interdependence • Systematization (Systematic or Step wise) • Hierarchical • Co-operation • Competition • Negentropy ( Efficiency and Effectiveness Enhancement) • Closeness versus Openness ( Closed system and Open system) • Ubiquity

9. Attributes of A System • System, Sub-system, Supra-system (Organic whole or organism) • Interdependence

10. Attributes of A System Systematization (Systematic or Step wise)

11. Attributes of A System Hierarchical Co-operation

12. Attributes of A System Competition

13. Attributes of A System Negentropy ( Efficiency and Effectiveness Enhancement)

14. Attributes of A System Closeness versus Openness ( Closed system and Open system)

15. Attributes of A System • Ubiquity

16. Human Body System

17. Nigerian System

18. A Sub-system- A Subset of A System The purpose and focus of any area of interest in a system could make its sub-system a system or an entity. Logically within the new system will be sub-systems while beyond its boundary is supra-system.

19. A Sub-system- A Subset of A System --2 • For instance within the Nigerian system are Educational Sub-system and others(Political, Social, Economic etc.) and within the Educational sub-system are Instructional sub-system and others(Institutional, Management, Evaluation etc.)

20. Educational System

21. INSTRUCTIONAL SYSTEM MODEL FEEDBACK TEACHER/ TRAINER/ LECTUTER/ INSTRUCTOR/R/TUTOR ICT/MULTI-MEDIA Supra-System (Environment) LEARNING ACTIVITIES/EXPERIENCES LEARNER Sub-system MANAG-EMENT INPUT OUTPUT THRUPUT EVALUA-TION subsystem SUPPORT SERVICES

22. A Sub-system- A Subset of A System --3 • Instructional sub-system is a subset of an Educational system but more specifically it is a subset of a Curriculum. Any Educational system be it primary, secondary, tertiary, have several curricula e.g in Babcock University System has amongst other sub-systems several academic curricula or programs which you and I co-jointly manage.

23. WHAT IS A CURRICULUM? • A curriculum refers to the knowledge areas, skills, and attitudes that are supposed to be taught in an institution. • It is the totality of the syllabuses on educational programmes. • Let us conceive of a curriculum as a system.

24. CURRICULUM AS A SYSTEM CURRICULUM AIMS AND GOALS CURRICULUM DEVELOPMENT FEEDBACK CURR. IMPLEMENTATION (INSTRUCTIONAL DESIGN) CURRICULUM EVALUATION INSTRUCTION IS A SUB-SET OF CURRICULUM

25. Application of Systems Model to Instruction Systems approach to instruction conceives of the teaching-learning as an event/process consisting of several elements (teacher, learner, media, methods, evaluation) which are all co-operatively interacting to promote efficiency and effectiveness of the management of human and non-human resources.

26. INSTRUCTIONAL SYSTEM MODEL FEEDBACK TEACHER/ TRAINER/ LECTUTER/ INSTRUCTOR/R/TUTOR ICT/MULTI-MEDIA Supra-System (Environment) LEARNING ACTIVITIES/EXPERIENCES LEARNER Sub-system MANAG-EMENT INPUT OUTPUT THRUPUT EVALUA-TION subsystem SUPPORT SERVICES

27. Instructional Design • Instructional design is an integral aspect of pedagogy which explores, develops and implements varieties of strategies based on empirically–tested principles of teaching and learning drawn from several fields such as management, psychology, communication technology, teacher education amongst others. • Put simply instructional design by its very nature is a conglomeration of several ideas which are aptly described as ‘eclectic’.

28. Instructional Models are Diverse and Systematic Systems model to instruction has been conceived and constructed by researchers, educators, engineers, management experts, the military establishment with diverse background in a variety of models running to over hundred at different levels of complexity.

29. Instructional Models are Diverse and Systematic --2 A common string that runs through must of the models are the following steps which are also sub-systems. They are Analysis, Design, Development, Implementation and Evaluation: These steps or sub-systems have inputs as feedbacks from evaluation for modification or review. Evaluation Implementation Analysis Design Development

30. Steps in Systems Approach to Instruction In this presentation, let us discuss a systems approach to Instruction based on the above framework. It consists of the following steps. • Needs Assessment • Determination of constraints • General Objectives • Specific Objectives • Entry Behaviour or Pre-text • Selection of learning experiences • Selection of Media and Methods • Implementation and Evaluation

31. Select Learning Experiences Determine Constraints Implement Instructions Needs Assessment Evaluate Specify Objectives Select Method Administer Pretest Derive General Objectives Select Media FEEDBACK A SCHEMATIC FLOW CHART OF A SYSTEMS APPROACH TO INSTRUCTION

32. Steps in Systems Approach to Instruction • Needs Assessment: As instructors, one has to determine the needs of the target audience. These includes the consideration of: • Societal needs • Departmental Syllabus specifications • Needs of learners (Prescriptive or Remedial) • “Needs to know” areas and “nice to know” areas of the syllabus

33. Steps in Systems Approach to Instruction • Constraints Some of them are • Over crowded classroom • Electricity outages • Lack of internet connectivity • Lack of cooperation from support personnel Note: An awareness of these constraints at the planning phase will enable an instructor to fashion out ways and means of overcoming them to prevent systemic failure.

34. Steps in Systems Approach to Instruction • General Objectives: Statements describing aims or goals of instructions derived from Need assessment. Examples: • The purpose of this instruction is to teach photosynthesis. • The learner will know the reasons underlying the World War II. • The learner will understand the relationship between the living things and their environment. • The learner will appreciate the feeling underlying the author’s description of the Trans-Saharan slave trade.

35. Steps in Systems Approach to Instruction • SPECIFIC OBJECTIVES: Specific objectives are statements describing what a learner will be able to do/accomplish at the completion of any prescribed unit of instruction. They are derived from General objectives.

36. SPECIFIC OBJECTIVES • Theymap out the journey through teaching-learning process. The journey incudes the acquisition of knowledge, skills, beliefs and values in the curricula content. Put simply, an instructor breaks down a topic/concept into learnable and teachable sub-concepts. This concept/content analysis enables an instructor to develop sub-objectives.

37. TERMINAL VS ENABLING OBJECTIVES • While the main specific objectives are terminal in the sense that they are the outcomes of instructions, the sub objectives are the enabling objectives. Put simply, enabling objectives are the means to an end

38. SPECIFIC OBJECTIVES EXAMPLES OF SPECIFIC OBJECTIVES At the end of the instruction, • The learner would be able to list five causes that lead to World War II. • The learner will be able to distinguish between the causes and effects of the World War II. • The learner will be able to identify four living things commonly found in a particular niche/environment. • The learner will be able todiscussorally or in writing the reasons underlying the Trans-Atlantic slave trade. • Given a map of Africa, the learner will be able to draw two of the routes of Atlantic slave trade.

39. SPECIFIC OBJECTIVES- SEQUENCING One can sequence concepts and sub-concepts as follows: • Simple concept to complex concept • Known concept to unknown concept • Subordinate to Super-ordinate concept • Super-ordinate concept to Subordinate • Co-ordinate concept to Co-ordinate concept • Rules to Examples concept and Examples to Rules concept

40. Difference Between General and Specific Objectives • Specific objectives are measureable, observable/behavioural, Non-ambiguous. • Specific objectives use action verbs (e.g listing, identifying, draw, count, label- low level objectives or explain, discus, interpret- high level objectives) On the other hand General objectives are non-quantifiable, not observable and ambiguous. For instance, how would a teacher know when a learner understands or is lost in the teaching process?

41. MEASURES OF OBJECTIVES • At this planning phase, you have to determine, construct or develop measures by which you would be assured that your objectives have been achieved. Sometimes tests, quizzes, puzzles could be developed as measures of objectives. • These measures will be useful before, and as you guide the learners through the training. In addition these same measures could be used at the end of the training.

42. Pre-Knowledge or Entry Bahaviour of Learner An instructor administers a pre-test to determine the entry behaviour or pre-knowledge of the students. Thus far in the Systems approach to instruction an instructor has carried out both the learner and task/content analyses.

43. Design and Development Selection of learning experiences Thestages of design and development involve copious use of meaningful learning experiences, examples and non-examples to clarify, explain, reinforce and facilitate the acquisition of concept of task being taught. These stages also employ the use appropriate use of a multi-media resources such as text, audio CD, video clips, DVD, visual graphics, YouTube, video conferencing amongst others to stimulate the students.

44. Design and Development • In this digital age the internet provides varieties of open educational resources which are free for limited classroom or usable for instruction only if permissions are sought. • The choice of learning experiences, appropriate media and modes of delivery will be determined by the nature of the topic being taught. • More detailed information on these aspects of the instructional design could be further sought by consultation with the directorate of the Centre for Open Distance Learning.

45. Design and Development Selection of Media/Modes or Methods The selection of appropriate media and modes or methods of instruction is an integral aspect of instructional design. Different types of media are now being used to enrich lectures. Most of them are now being integrated into delivery systems e.g Video streams, YouTube, Cartoon clips, Art clips. Some of these are available on Google images.

46. Implementation Learner is the centre of teaching and learning process in any instructional system. The instructor is the director/manager who orchestrates the teaching-learning process. The instructors ability to harmonize all the elements or sub-systems of the instruction and motivate the learner will determine efficiency and effectiveness of the instruction. The instructor determines what aspect of the presentation could best be delivered face to face by the instructors to the class. He also determines which aspect of the presentation the learners would benefit most by direct interaction with the instructional resources such as Video streams, CD, objects e.t.c

47. Some Tips on Making Presentations Inspiring Some of the following presentations skills are vital tools that should be developed by an effective instructor. • variation skills • questioning skills • responding skills • explanation skills • reinforcement skills

48. Evaluation Its an integral aspect/sub-system of instructional systems design. In this context, its usually based on specific objectives and this is why it is otherwise described as criterion-referenced.

49. Evaluation-- 2 In contrast, the use of norm-referenced testing and ranking in the traditional teaching and learning context does not facilitate any meaningful revision of instructional process. Hence, the criterion-reference testing provide useable relevant data that could be fed-back to all parts of the system for revision and or modification.

50. Evaluation--3 • Evaluation is a measure of objectives achieved in a teaching-learning process. • It uses varieties of measuring tools e.g tests, puzzles, quizzes, inventories, check-list etc. • Guides and monitors the performance of instructors and learners using a feedback of data.