Systems Approach to Instructional design | Crash Course for UGC NET Education PDF Download

Systems Approach to Instructional design

Let us understand what the System approach and its application to instructional design.

Systems Approach

The term System approach has been formed by two words system and approach. By system is meant the entire or wholeness, in which all elements, factors, organs or components are mutually related, knit together and self-controlled. The System approach believes in the entire. It is a method to arrive at solutions to problems and it helps to carry forward and develop the teaching and training system as per new changes. The concept of System approach is a part of the field of education to manage its affairs. It has been introduced in education to improve, manage and control its process and products.

It indicates systematic thinking, step by step problem-solving and considering many variables of a problem as interacting with each other. In other words, studying the phenomenon or process as a whole and not in bits and pieces. In this approach, a problem is taken into account in its totality and attempts are made to solve it, in the context of the

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Predetermined objectives,

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functioning of its interrelated parts and the whole system under the given environmental constraints.

It advocates the exercise of reasonable control over the organisation, process and product of a system's meaning and creates a reasonable balance among input, process, output and the environment constraints for achieving the specified objectives. If a system meets the requirements of the system's

objectives, it is maintained. If it does not, then it is modified. Thus, the term System approach, refers to the use of a system in identification, execution and evaluation of goals in any given situation,

In general, the System approach includes the following steps-

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Analysis of the given situation.

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Setting up relevant objectives or goals..

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Devising the most appropriate ways and means to achieve the specified objectives or goals, keeping in mind various factors, like resources, human finance, machinery, environment.

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Devising monitoring tools to evaluate the achievement of specified goals and thus, the effectiveness of the system.

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Planning alternative solutions, in case of failure of the solution.

Definitions of System Approach

According to Twelkier, "System approach is a management tool that allows individuals to examine all aspects of the organisation, to inter-relate the effects of one set of decisions to another and to optimally use all the resources at hand, to solve the problem".

According to Keshow and Michean, "System approach is one of the techniques which aims at finding the most efficient and economically intelligent methods for solving the problems of education, scientifically".

Importance of System Approach in Education

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Framework for planning, decision-making, controlling and problem-solving.

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Throws light on the dynamic nature of management.

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Provides a unified focus to institutional efforts.

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Helps to look at institutions as a whole and not as a part.

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Helps the manager to identify the critical subsystems and their interaction with each other.

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Helps in improving institutions.

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Helps in bringing efficiency in school's administration and management..

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Helps in systematic educational planning. It consists of the following process:

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Maximum utilisation of resources. Analysing the task.

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Helps in improving examination and evaluation systems.

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Maintaining, controlling and improving the guidance services.

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Designing, controlling and improving non-formal and adult education systems.

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Helps in improving the quality of education.

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Helps in improving the teacher's training programmes, in-service as well as pre-service.

Instructional Design

An instructional designer is somewhat like an engineer. It is the process by which educational products are designed, developed and delivered. These products include online courses, manuals, tutorials, etc. So, instructional design is the analysis of learning needs and then systematic development of instruction. Instructional technology is often used by instructional designers.

According to Smith, Patricia Land Tillman J "The term instructional design refers to the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources and evaluation",

Thus, it is the entire process of analysis of educational needs and goals to meet those objectives. It includes development of a delivery system and instructional materials and activities to meet the learning needs.

Systems Approach to Instructional Design

System Approach to instructional design is known as common sense by designing a systematic way of analysing a problem and solving it. It helps in understanding, controlling and improving the structure and functioning of the system, to fully realise the instructional objectives. Jalaluddin in 1981, marked six major phases in the approach to the instructional design as mentioned below, They are:

Formation of Objectives It includes the specification of instructional objectives in terms of the expected outcomes. ! Pre-Assessment of Student's Entering Behaviour It includes the assessment of student's initial performance, with the help of certain criterion.

Designing and Development of the System In th is process, an instructional system is developed, with the help of planned and designed inputs.

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Analysing the task.

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Devising teaching strategies.

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Selection of media and material.

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Selection and organisation of appropriate contents (learning experiences).

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Assigning roles to the elements involved in the instructional system..

Operation or Implementation Phase Under this process, the actual operation or implementation of the instructional system takes place. All the elements of the instructional systems are integrated, for achieving the desired instructional objectives. Evaluation of Outcomes The students' achievement is evaluated according to the stipulated instructional objectives, on the basis of the post test scores. Improvement of the System This process deals with the improvement of the system, on the basis of feedback from evaluation results. It aims to improve effectiveness as per the specified objectives.

Thus, the goals of the education system can be obtained through the technique of System approach in the most economical and scientific way. It provides the scope to improve and modify the system. Thus, a teacher may be able to develop a suitable instructional design based on the feedback provided by the System approach.

Models of Development of Instructional Design

procedural and conceptual models based on the theory and practice of instructional design, which helps to give structure or meaning to a problem. They are Below are

ADDIE

It is a framework used by training developers and instructional designers to create instruction. It represents a guideline for building effective training and performance support tools in five ways. The five phases of ADDIE are analyse, design, development, implementation and evaluation. They, altogether, provide the framework for the development of training courses in a systematic and cost effective manner.

1 century[_Analys] Ł• soluLiOos ( I Evaluate Measure the solution Design I Design the solutions [impiemen!] [Develop ] Create the Deliver the *solutions solutions The Five Steps of ADDIE

They can be explained as below­

Analyse

It establishes the instructional goals, objectives and targeted outcomes. It also makes sure that there is no duplication of knowledge and repetition, by identifying the existing knowledge and skills of the targeted audience. At the end of this phase, a training plan with training needs analysis, should be completed for the design phase.

Design

The focus of this phase is on learning objectives, the content framework and the structure.

This phase determines-

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Duration

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Delivery methods .

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Content's elements .

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Assessment type and tools

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Exercises and activities

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Media and visuals

Develop

In this phase, course content is developed using the plans and guidelines from the design phase. All needed assets should be created (audio, video} to support the learning delivery. The programmers should integrate and develop technologies, in the course of delivery.

Implement

This is the delivery phase, where learning services are delivered to the learners. Highly competent trainers can make poorly designed programs, work well and well-designed programs, work great.

Evaluate

The aim of this phase is to check, whether the learning goals have been met or not. It establishes the required modification, to increase the efficiency and success rate of the learning program. A feedback mechanism ensures that the course has met the learning needs of the students and they have been presented with effective and necessary tools and aids.

ASSURE

It was developed by Robert Heinich, Michael Molenda and James D Russell. This model of instructional design, focuses on planning and conducting lessons, that aims to integrate media and technology, while focusing on the learner's needs. Thus, it is a systematic approach of developing lesson's plans that help teachers to organise instructional procedures and do an authentic assessment of student's learning

Assure Model contains six steps and they are­

A-Ana lyse learners

S-State objectives

S-Select methods, media and materials

U-Utilise media and materials

R-Require learner's participation

E-Evaluate and revise

Analyse Learners

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Identify the learners, so that you may select the best medium to meet the objectives.

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Analyse the audience, in of general characteristics (grade, age, sex, socio-economic level, etc.) and specific characteristics (knowledge, skills and attitude). terms

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Identify the learning style of the students (verbal, logical, visual, musical, structured).

State Objectives

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The next step is to state the objectives, as specifically as possible.

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Include conditions and degree of acceptable performance.

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The objectives may be derived from an assessment or course syllabus, stated in a text book, taken from curriculum, guide or developed by an instructor.

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Objectives are the learning outcomes, i.e. what will the students get out of the lesson?

The ABCDs of writing objectives are :

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-Audience Name-The audience of learners, for whom the objective is intended.

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-Behaviour Specify-The behaviour or capability to be learned.

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-Conditions-State the conditions, under which the performance would be observed,

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-Degree-Specifythe degree, to which the new skill must be mastered

Select Methods, Media and Materials.

A systematic plan for deciding an appropriate media must be selected.

It consists of two steps and they are-

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Choosing an appropriate media format

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Selecting, modifying and designing the specific materials, within that format.

Utilise Media and Materials

Utilisation procedures must be followed, in order to get maximum learning impact.

Following steps are included, in efficiently utilizing of media and materials-

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Preview the material

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Practice the presentation

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Prepare an environment

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Prepare an audience and present

Require Learner's Participation

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It provides an opportunity for the learner to test the lessons being taught.

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Participation of the learners in the learning process enhances learning.

Evaluate and Revise

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The final step of the ASSURE model is to sit back and look at the results of your evaluation data gathering.

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The purpose of evaluation is to measure student's achievements, to evaluate media, methods and instructional process.

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In case of any shortcomings, the faulty part of the plan is revised.

Dick and Carey Model

This model is based on the Educationist Model of breaking instruction into smaller components. Specifically instruction is targeted on the skills and knowledge to be taught and appropriate conditions for the learning of outcomes. Its goal is to improve the instructor.

Conduct Revise 1 instructional instruction analysis Ł l Identify Write Develop Develop Develop & Design & select instructional -performance I assessment i instructional i instructional i conduct goal(s) objectives instruments strategy formative materials evaluation of instructions LI Analyse U learners & contexts Design & conduct summative evaluation

The ten steps in this model represent a set of procedures, which is referred to as System Approach because it is made of interacting components. All the components are carefully linked.

This model Is divided Into six phases and they are :

Design Identify instructional goals and conduct Instructional Analysis.

Analysis Analyse learners and contexts

Summative Evaluation Design and conduct surnmative evaluation.

Revision Revise instruction.

Formative Assessment Design and conduct formative evaluation of instruction

Development: Write performance objectives, develop assessment instruments, develop instructional strategies, develop and select instructional materials.

First Two Phases: Design and Analysis

Identify Instructional Goals Decide the goal of the instruction and what will the learners be able to perform, after they complete the training program. The goals can be derived from needs assessment, a list of smaller goals, practical experience with learning or analysis of job performance.

Conduct Instructional Analysis This process deals with the skills required by the students, to achieve desirable goals. It questions what step by step skills do students need to achieve instructional goals.

Analyse Learners and Contexts Analyze the instructional goals of the learners, the contexts in which they will learn the skills and where they will use the knowledge. Also look for the learner's current skills, preferences, attitude and finally determine instructional settings.

Next Phase: Development

Write Performance Objectives Describe the skill or behaviour conditions that prevail, while carrying out tasks and the criteria to evaluate performance.

Develop Assessment Instruments Based the objectives described, assessments are developed that are parallel to the learner's ability to perform. Examples of testing and measurement instruments are criterion referenced tests, behaviour tests, pre-tests, post tests, practice tests, on etc.

Develop Instructional Strategy Identify the strategy to be used while delivering instruction, to achieve the terminal objectives. The strategy that will emphasise components, to foster student's learning include pre-instructional activities, presentation of content, learner's participation assessment and follow through activities.

Develop and Select Instructional Material Instructional strategy is used to produce the instruction. It includes guidance for learners, instructional materials and assessments. Some of the examples are teaching guides, transparencies, computer applications, video-tapes, web pages, etc.

Final Phases: Formative Assessment, Revision and Summative Evaluation

Design and Conduct Formative Evaluation of Instruction: After the completion of a draft of the instruction, a series of evaluations are conducted to collect data, to identify the need to improve instruction.

The three types of formative evaluation are-

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one to one evaluation,

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small group evaluation and

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field-trial evaluation

Revise Instruction: Data from the formative evaluation are summarised and interpreted to identify difficulties experienced by learners in achieving the objectives and then specify the deficiencies in the instruction. It is used to re-examine the validity of Instructional Analysis and the assumptions about the entry behaviours and characteristics of learners. The instructional strategy is reviewed and finally, all these considerations are incorporated into revisions of the instruction, to make it a more effective instructional tool.

Design and Conduct Summative Evaluation: It is an evaluation of the absolute value or worth of the instructional methods. It occurs only after the instruction has been formatively evaluated and sufficiently revised. It involves an independent evaluator.

Mason's Model

Charlotte Mason's Philosophy of Education has persisted for over a century and has regained popularity, especially among a subset of home schooling families. She believed that education should involve the whole person, not just the mind. According to Mason, education is an atmosphere, a discipline, a life". She advocated a high-quality, interesting curriculum for all children, not merely to educate them, but also to guide them in the development of character and cultivate in them a lifelong love of learning.

In terms of homeschooling, the Charlotte Mason's approach translates to

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the abundant use of narrative literature

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plenty of time spent in outdoor's exploring

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the development of an appreciation for art, music and nature.

Charlotte Mason's teaching method consists of activities and attitude that help a child to learn self-discipline as well as academic subjects.

The specific steps to her method inc/udes-

(i)

Narration An activity that consists of the child telling back a story she has heard or read. It is done orally, when the child is young and as she grows older, she begins to write out her narrations. This learning is both efficient and effective in terms of long-term retention.

(ii)

Picture Study Teacher shows students a picture and gives the student a period of time in which to study it. When the time is up the picture is turned over and students tell back from memory what they remember about the picture.

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Nature Study A study of living science, with an observation of things seen on nature walk. This type of study is accessible to children both young and old. It relates them to the physical world while developing their powers of observation and creating in them a lifelong appreciation for the flora and fauna in the world around them.

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Living Books Books written in an alive, engaging way by an author who had a passion for the subject. This would be in contrast to textbooks, which are often created by committees to achieve government's set school standards.

(v)

Scheduled Free Time Mason insisted that children need "free time" in which to pursue their interests, read, reflect and simply play. It helps children to pursue self-directed learning with their teacher close at hand to provide direction, stimulation and support.

Characteristics of Mason's Model

Short Lessons Charlotte Mason recommended starting out with short lessons and slowly increasing them as children get older. The goal is to train the child to focus fully on their work, but only for the amount of time they are developmentally capable of short lessons means that more subjects can be incorporated.

Habits Charlotte believed that the development of good habits within a child provides the foundation for early education.

Living Books Living books are the opposite of textbooks quality literature. They present inspiring stories that engage the minds of children and adults, like providing characters our children can look up to and emulate.

Dictation Dictation exercises, introduce and reinforce spelling and grammar concepts. Formal grammar study is usually delayed until age 10 or 11 in a Charlotte Mason's education.

Benefits of Mason's Education

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Keeping students engaged with their learning by lessons short and manageable.

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Installing love for literature through the use of living books.

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Teaching a child to express himself/herself clearly through narration practice.

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Reinforcing spelling and grammar concepts through dictation exercises..

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Exposing students to fine arts particularly art and music.

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Infusing a student's life with an appreciation of the natural world.

Gagne's Nine events of instruction

Robert Gagne was an educational psychologist, who created a nine step process called the Events of Instruction. It helps trainers, educators and instructional designers to structure their training sessions. It is a systematic process that helps them to develop strategies and create activities for instructional classes.

The nine events provide a framework for an effective learning process. Each step addresses a form of communication that supports the learning process. When each step is completed, learners are much more likely to be engaged and to retain the information or skills that they are being taught. Essentially, the steps give designers an outline or prototype to use prior to performing teaching or training activities.

He also made exceptional contributions in the field of instructional design. He propounded nine events of instruction, five E's of constructivism and nine elements of constructivist instructional design. He believed that skills should be learned at the lowest level and mastered, before proceeding The instructor's reinforcement and repetition with each new skill, building positivity upon previously acquired skills.

Steps of instruction

Gain Attention: The first event or step of instruction is to gain attention, to get the reception of stimuli.

Informing the Learners the Objective: It is important to inform the learner, the purpose and expected outcome of the learning to provide the motivation to learners.

Stimulating Recall of Prior Learning: The learners are asked to recall the existing relevant knowledge. Presenting the Stimulus Relevant stimulus to the subject matter, should be presented.

Providing Learning Guidance: It requires the instructor to make the stimulus as meaningful as possible.

Eliciting Performance: The learners asked to demonstrate the newly learned behaviour.

Providing Feedback: Giving informative feedback to learner's performance is important.

Assessing Performance: It consists of assessments to verify that learning has occurred.

Enhancing Retention and Transfer: It refers to retaining the learned capability over a long period of time and transferring it to new situations, outside the learning environment.

Table : Nine Events of Instruction

Internal Process

Instructional Event

Action's Examples

Reception

c

Gaining attention

Use abrupt stimulus hange

Expectancy

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Informing learners of the objective

Tell learners, what they will be able to do after learning

Retrieval to working memory

Stimulating recall of prior knowledge

Ask for recall of previously learned knowledge of skills

Selective

perception

Presenting the stimulus

Display the content with distinctive features

Semantic

encoding

Providing-learning guidance

Suggest a meaningful organ sation

Responding

Eliciting performance

Ask learner to perform

Reinforcement

Providing feedback

Give informative foodback

Retrieval and reinforcement

Assessing perfcrmance

Require additional learner performance, with feedback

Retrievel and generalisation

Enhancing retention and transfer

Provides varied practices and paced reviews

Five E's of Constructivism

The Five E's of Constructivism was developed in 1987, by the biological sciences curriculum study, promotes collaborative and active learning in which students work together to solve problems and investigate new concepts by asking questions, observing, analysing and drawing conclusions. It is an Instructional model, based on the Constructivist approach to Learning.

Each of the Five E's of Constructivism describes a phase of learning and allows students and teachers to experience common activities, to use and build on prior knowledge and experience and to assess their understanding of a concept. Whereas, constructivism is a learning strategy that draws on student's existing knowledge, beliefs and skills with a Constructive approach, students synthesise understanding from prior learning and new information.

The five E's of constructivism are-

Engage: This process helps to make connections between past and present learning experiences. Teachers can ask opening questions to students or task them to write down what they already know about the topic. It is also important to foster an interest of the students in the upcoming concept or skill.

Explore: In this phase, students actively explore the new Generalisation concept, through concrete learning experiences. They can be asked to go through the scientific method and communicate with peers to make observations.They identify and develop concepts,processes and skills.

Explain: This phase helps students to synthesise new knowledge and ask questions for clarifications. For the 'explain' phase to be effective, teachers should ask students to share what they have learned during the explore phase.

Elaborate: This phase helps students to apply what they have learned. Teachers may ask students to create presentations or additional investigations to reinforce new skills. The purpose is to develop a deeper understanding and to cement their knowledge, before evaluation.

Evaluate: In the last phase, teachers observe their students and check whether the students are totally familiar with the learned concepts or not. Means of evaluation are self-assessment, peer's assessment, writing assignments and exams.

Nine Elements of Constructivist Instructional Design

Gagne's approach to instructional design is considered a seminal model that has influenced many other design approaches.

The nine elements of constructivist instructional design are discussed below-

Reception: Voice modulations, gestures, short introductory video, handouts, etc. can be used for this purpose.

Expectancy: Learners are informed about what they are about to learn so that their interest will be developed.

Retrieval: Teachers must relate the new information with their prior knowledge.

Selective: Perception Information should be presented in a practical and easy to understand manner depending on the needs and level of students.

Semantic: Encoding helps students to learn and retain new information by use of examples, case studies, storytelling, etc.

Responding: Students can demonstrate what they have learned through question-answer rounds, etc.

Reinforcement: Reinforcement is given to the students in the form of feedback for helping them in retaining new information.

Retrieval: Student's performance should be assessed through some tests.

Generalisation: Students should apply what they have learned to new situations and conditions, then with practice they will be able to generalise it.

Applications of Computer in Education

Computers are the finest and most important gift of science and technology. It has done great miracles to mankind. Today, there is no aspect of our life that remains untouched by the use and application of computers. In the field of education, the use of computers is of utmost importance. In 1986, with the

introduction of New Education Policy, our country also took initiatives for making the use of computers in teaching-learning activities.

Computer Assisted Instruction (CAI}

It is defined as the use of computers and software applications to teach concepts or skills. IBM developed one of the first instructional computer systems in the 1960s, using mini-computers. It is an interactive instructional technique, whereby a computer is used to present the instructional material and monitor the learning that takes place. It uses a combination of text, graphics, sound and video in enhancing the learning process. It's programs use tutorials, drill and practice, simulation and problem-solving approaches to present topics and they test the student's understanding. The instructional work carried out with the help of computers is known as CAL The computer is said to be ahead of the teaching machine on account of its capacity of doing more work, at the same time for an unlimited number of individual learners than the teaching machine.

Applications of CAI in Education

Hardware The computer as a machine represents the hardware. The teacher must have the knowledge to operate the computer.

Software The programmes containing instructions to the computer, in a language that it can understand are called software. The softwares used in CAI is of two types i.e. application software and system software.

Courseware It is the base of the instruction that is imparted to the learner by CAI. For example, a student of IX class wishes to learn about some topic. For this purpose, the computer machine as a hardware will need the services of software and the application and system programmes for its operation. These programmes will be prepared by the software programmer for its operation.

Advantages of CAI

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It is easy to change the instructions, practices, examples and tests.

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It is self-administered and just in time.

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Feedback can be either immediate or comprehensive or partial.

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It provides good lesson integrity.

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It is individualised and customised for users who need specific skills.

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Automatic record keeping.

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Program user interaction can after be increased, which offers more lesson control for more advanced learning that can be motivating for some users.

Disadvantages of CAI

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It promotes convergent thinking.

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Long development and a short shelf life.

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It is more costly to develop than hiring an instructor.

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It assumes reading ability and spatial acuity.

Computer Assisted Learning (CAL}

It may be defined as any learning that is mediated by a computer and which requires no direct interaction between the user and a human instructor, in order to run. It is developed by combining knowledge from all fields of education/learning, Human Computer Interaction (HCI) and cognition. It is an interactive instruction technique, whereby a computer is used to present the instructional material for the learning-teaching process. It is useful for teachers, when they can convey a vast amount of information in a very short period of time.

Types of CAL

Drill and Practice: It helps the learners to practice the skills that have previously been presented and that further practice is necessary for mastery. In this technique, students learn facts and memorise them by drill method. e.g. MCOs.

Tutorial: Under this method, the computer assumes the role of a tutor, introducing content providing practice and assessing learning. Tutorials are used to introduce new content to learners.

Problem-Solving: Problem-solving software allows learners to see the results of their reactions to various events. Learners manipulate variables and feedback is provided based on these manipulations. Though, sometimes it is difficult to provide feedback based individual choices of students without the computer.

Simulation: It provides a real life scenario with the material to be learned, being applied as it would in the real world. It provides a simplified representation of a real situation, phenomenon or process. It also provides an opportunity for students to apply knowledge in a realistic format without time, expense or risk associated with the real thing.

Games: They can create a contest for the learner. The learner can compete with the computer or other learner, while mastering the material. Usually, they are aimed at younger learners (those in the elementary grades). Games can substitute for worksheets and exercises.

Discovery: It gives an opportunity to learners to draw their own conclusions. It allows the learners to seek the answers on their own. It provides a large database of information, specific to a course.

Laboratory Mode: Computers are programmed to stimulate a variety of biological processes, to supplement the laboratory experiments. The learner explores various options and learns by inference.

Advantages of CAL

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CAL is individualised, that is each student is free to work at his own place, totally unaffected by the performance of any other students.

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Information is presented in a structured form. It proves useful in the study of a subject where there is hierarchy of facts and rules.

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CAL forces active participation on the part of the student, which contrasts with the more passive role in reading a book or attending a lecture.

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CAL utilises a reporting system that provides the student with a clear picture of his progress. Thus, students can identify the subject areas in which they have improved and in which they need improvement.

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By enabling students to manipulate concepts directly and explore the results of such manipulation, it reduces the time taken to comprehend difficult concepts.

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CAL offers a wide range of experiences that are otherwise not available to the student. It works as multi-media providing audio as well as visual inputs. It enables the student to understand concepts clearly with the use of stimulating techniques such as animation, blinking, graphical display, etc..

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CAL provides a lot of drilling which can prove useful for low aptitude students.

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CAL can enhance reasoning and decision-making abilities.

Disadvantages of CAL

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A CAL package may be regarded simply as a novelty, rather than an integral part of the educational process.

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Though simulation permits execution of chemical and biological experiments, hand-on experience is missing. Moreover, CAL packages cannot develop manual skills, such as handling an apparatus, working with a machine, etc.

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There are real costs associated with the development of CAL systems. It is expensive in terms of staff time to devise and programme effective CAL.

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Content covered by a certain CAL package may become outdated. A very high cost is involved in the development of these packages. If the course is outdated, the resources involved in its development will be a waste.

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CAL packages may not fulfil expectations of teachers. Objectives and methods decided by the CAL author and of a teacher may differ.

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Motivating and training teachers to make use of computers in education is a challenging task. They may have fear of this new device. They may be unwilling to spend extra time for preparation, selection and use of CAL packages. It may also be perceived as a threat to their job.

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There are administrative problems associated with computer installation. The problems particularly related to the physical location of the computer resources, the cost of hardware maintenance and insurance and time-tabling

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The rapid development of hardware makes it difficult to select a system before it becomes obsolete. If a new system is installed by a maximum number of institutions, that may not get courseware required for the system and courseware developed so far may become useless.

Computer Based Training (CBT)

It is an interactive training experience in which the computer provides the learning stimulus and the trainee must respond, so that the computer analyse the responses and provides feedback to the trainee. CBT and CAL are both synonym terms. So, the application of CAL (drill, practice, tutorial and simulation) can be used in CBT as well.

Applications of CBT in Education

E-learning It is associated with e-learning, which involves computers and interactive networks, simultaneously. Web Based Learning It is associated with learning materials delivered in a web browser. It also includes materials packed on CD-ROM or other media, like, disk.

Problem-solving It helps to develop critical thinking skills. Learners can develop skills and follow directions through this technique. This approach often involves some type of problem, for which

students have to figure out a solution. Demo and Presentation This technique is often used to review information that has been learned. It is very useful, when a lecturer wants to present information in a lecture style format

Advantages of CBT

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Classwork can be scheduled around work and family.

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Reduces travel time and travel cost for off campus students.

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Students may have the option to select learning materials that meet their level of knowledge and interest.

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Students can study anywhere they have access to a computer and internet connection.

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Self-paced learning modules allow students to work at their own pace.

Disadvantages of CBT

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Learners with low motivation or bad study habits may fall behind.

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Without the routine structures of a traditional class, students may get lost or confused about course activities and deadlines.

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Students may feel isolated from the instructor and classmates.

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Instructors may not always be available when students are studying or need help.

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Slow internet connection or older computers may make accessing course materials frustrating..

Computer Managed Learning {CML}

It extends the scope of CAI with self-contained instructional range and testing experience for students. It is an application of computer technology for accountability and documentation of student's progress, by electronic filling, sorting and reporting of his learning outcomes. of

According to Hofmeister, "The systematic control instruction by the computer, characterized by testing, diagnosis, learning prescriptions and through record keeping".

According to Hartmann, "CML as a record keeping system, a significant or information management system is an improvement over manually based operations".

Applications of CML in Education

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Computerised libraries with control access and remote access, as per needs.

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Learning assessment, through administration of pre-tests and post tests.

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.Design and preparation of learning prescriptions.

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Calculation analysis and storage of student's scores.

Advantages of CML

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CML system treats every student as an individual and helps teachers to follow their methods.

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It allows students to be extended or remediated as required.

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It makes computer software accessible and relevant.

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It gives back a huge amount of time from testing and marking that is better spent on creative student's learning.

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It provides previously unknown data on which to constantly refine and improve the teaching method.

For School Principals and Management

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It provides accurate measurement and analysis for informed decision-making.

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It facilitates quality control of teaching

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It provides an accountability process and control.

Disadvantages of CML

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The volume of information can present problems for teachers, providing too much material to use in reasonable ways.

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Not enough well trained educators assure proper use of systems.

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There is too much emphasis on data and not enough emphasis on instruction.

Open and Distance Learning Material {ODLM)

According to Gunther Dahmen, "Distance education is a systematically organised form of self-study, in which student's counselling, the presentation of learning material and the securing and supervising of student's success are carried out by a team of teachers, each of whom has responsibilities. It is made possible, at a distance, by means of media which can cover long distances. The opposite of distance education is direct education' or 'face to face education',. a type of education that takes place on the direct contact between lecturers and students".

According to D Garrison and D Shale, "Distance education implies that the majority of educational communication between teacher and students occurs non-contiguously. It must involve two way communication between teacher and student{s), for the purpose of facilitating and supporting the education process. It uses technology to mediate the necessary two way communication".

According to Picciano, "Distance education uses three current and popular forms of media: broadcast television, two way video conferencing and synchronous learning networks (multi-modal web based delivery of instructions that can be reviewed by the students at any time)".

In simple terms, the term distance education means the type of education that is organised by keeping in mind the distance factor, who imparts such education and who receives it, both are separated by a common factor, known as distance. It is a two way interaction and communication between the teacher and the learner, through information and communication technologies with a freedom of choice related to time, space, pace, medium, access and curriculum.

Process of ODLM

Distance education has a great challenge, before its planners and organisers. One should have thorough knowledge and expertise for going through the task of the planning and organisation of the activities, concerning a distance education programme.

The processes associated with planning and management of a distance education programme are:

Pre-Assumptions and Knowledge About the Learners: The planners before planning the programme must be clear about its purposes and objectives, like who may get benefit through the distance education programme?, what is their educational, social and cultural background?, what type of technologies, resources and skills are available at their end the accessing the programmes?, etc.

Distance Education requires

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structured planning.

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well-designed courses.

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special instructional techniques.

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methods of communication, by electronic and other technologies.

Planning: It is the foundation stone of quality assurance in distance education. It should be systematic and well-planned. The planning should be done on the basis of social demand, educational demand, resources and teacher's profile.

Preparation of the Programme: It is the next step after doing the planning. In this stage, training objectives are prepared before implementing the programme, by assessing the training needs of the teacher. Then, a suitable curriculum is designed to fulfil the objectives.

Process of Course Design: It tells the dynamics of the various instructional inputs, involved in curriculum transaction. This includes mainly two components i.e. developing course materials and delivering mechanisms.

Evaluation of the Course: It is one of the most important components of the programme. Evaluation of the trainees, trainers, curriculum, materials, etc, should be done from time to time. Evaluation of overall programme effectiveness and achievement of training objectives, has to be done both formatively and summatively.

E-Learning

It stands for the type of learning carried out, facilitated or supported by some or the other electronic gadgets, media or resources. It is facilitated by the use of any electronic media, microphones and listening devices or audio and video tapes.

It is an electronically carried out learning facilitated and supported by the use of advanced learning technology of computers, networking and multimedia.

It is very much associated with the use of the internet and web technology via computers or laptops. Mobile learning may be well regarded as an extension of e-learning.

Bnooma Krishnan in his finding on the history of e-learning, mentioned four distinct stages in the evolution of the concept of e-learning, namely, multimedia era (1984-1993), web infancy (1994-1999), next generation web (2000-2005) and mobile learning. So, e-learning can be defined as a learning carried out, supported and facilitated by the advanced multi-media facilities, as well as internet and web technology delivered to the learners via computers, laptops, mobile and ICT appliances.

E-learning is defined in the National Testing Information System as "Any learning that is assisted by information and communication technology. This mainly includes computer based online learning, but also covers interactive CD-ROMs, Videos, handheld computers, mobile phones, tele-conference and video conferencing".

According to Clark and Mayer, "e-learning is instruction delivered on a computer by way of CD-ROM, internet or intranet".

According to Stockley, "e-learning is the delivery of a learning, training or education program by electronic means. e-learning involves the use of a computer or electronic device (e.g. mobile phone) to provide training, educational or learning material".

Advantages of E-learning

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It is a very efficient way of delivering courses online.

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Due to its convenience and flexibility, the resources are available from anywhere and at any time.

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Web based learning promotes active and independent learning

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Through discussion boards and chats, people are able to interact with everyone online and also clear downs if any.

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People have access to the net, 24 x7, we can train ourselves anytime and from anywhere also.

Disadvantages of E-learning

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Most of the online assessments are limited to questions that are only objective in nature.

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There is also the problem of the extent of security of online learning programs.

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The authenticity of a particular student's work is also a problem as online just about anyone can do a project rather than the actual student itself.

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The assessments that are computer marked generally have a tendency of being only knowledge based and not necessarily practicality based..

Approaches to E-learning

Any particular learning is termed as e-learning, when the mode of delivering instructions is electronic, like computers, multimedia, mobile and ICT appliances.

Different approaches to e-learning for different modes are discussed below-

Blended Learning: In this approach, a combination traditional and ICT enhanced e-learning practice is used. The programmes and activities are designed to present both the traditional classroom teaching practices and e-learning based instruction.

Mobile Learning: The easy availability and affordability of mobile devices has created the space for mobile enabled learning. It is the acquisition of knowledge and skills, through mobile technology, anytime and anywhere.

Online Learning: It refers to the use of online tools for learning. When lectures, assignments, tests are available on virtual platforms.

Offline Learning: Learning activities can be carried out offline. It includes the access of well-stored information and learning packages available in the form of recorded CD-ROM, DVD, etc.

Synchronous learning: It resembles traditional classroom teaching methods, despite the participant being located, remotely. It requires a time-table to be organised, web-conferencing, video-conferencing,

educational television, instructional television. Examples of synchronous technology are Direct Broadcast Satellite (DBS), internet, radio, live streaming, telephone and web based VOiP. Online meeting software such as adobe connect, has helped to facilitate meeting in distance learning courses.

Asynchronous Learning: In asynchronous learning, participants access course materials flexibly on their own schedules. Students are not required to be together at the same time. Mail correspondence, which is the oldest form of distance education, is an asynchronous delivery technology, as are message board forums, e-mail, video and audio recordings, print materials, voice-mail and fax.

The last two methods can be combined. Many courses offered by the Open University use periodic sessions of residential or day teaching to supplement the remote teaching. The open university uses a blend of technologies and a blend of learning modalities (face to face, distance and hybrid) all under the rubric of 'distance learning'.

Distance learning can also use Interactive Radio Instruction (IRI), Interactive Audio Instruction (IAI), online virtual worlds, digital games, webinars and webcasts.