A SYSTEMS APPROACH TO

INSTRUCTONAL DESIGN
BY
PROFESSOR D.K AKANBI
 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.
Objectives-- 2

• to discuss and share our professional experiences

with respect to viability of an application of
systems thinking to teaching and learning.
 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)
INTRODUCTION

• What is Systems Thinking?

• A Philosophy
• A Framework
• A Process
• An Attitude
 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
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.
 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
Attributes of A System

• System, Sub-system, Supra-system (Organic

whole or organism)

• Interdependence
Attributes of A System

Systematization
(Systematic or
Step wise)
Attributes of A System

Hierarchical

Co-operation
Attributes of A System

Competition
Attributes of A System

Negentropy
( Efficiency and
Effectiveness
Enhancement)
Attributes of A System

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

•Ubiquity
Human Body System
Nigerian System
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.
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.)
Educational System
INSTRUCTIONAL SYSTEM MODEL
FEEDBACK

TEACHER/
Supra-System TRAINER/
LECTUTER/
(Environment) INSTRUCTOR/ ICT/MULTI-
R/TUTOR MEDIA
LEARNING
ACTIVITIES/ THRUPUT
INPUT EXPERIENCE LEARNER MANAG-
S Sub-system EMENT OUTPUT

EVALUA-
TION
subsystem
SUPPORT
SERVICES
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.
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.
 CURRICULUM AS A SYSTEM
CURRICULUM
AIMS AND GOALS

FEEDBACK CURRICULUM
DEVELOPMENT

CURR. IMPLEMENTATION
(INSTRUCTIONAL DESIGN)

CURRICULUM
EVALUATION

INSTRUCTION IS A SUB-SET OF
CURRICULUM
 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.
INSTRUCTIONAL SYSTEM MODEL
FEEDBACK

TEACHER/
Supra-System TRAINER/
LECTUTER/
(Environment) INSTRUCTOR/
R/TUTOR
ICT/MULTI-
MEDIA
LEARNING
ACTIVITIES/ THRUPUT
INPUT EXPERIENCE LEARNER MANAG-
S Sub-system EMENT OUTPUT

EVALUA-
TION
subsystem
SUPPORT
SERVICES
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’.
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.
 Instructional Models are Diverse and
Systematic --2
A common string that runs
through must of the
models are the following Analysis Design Development Implementation Evaluation
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.
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
 Select
Determine Learning
Constraints Experiences

Needs Specify Administer Select Implement Evaluate

Assessment Objectives Pretest Method Instructions

Derive Select
General Media
Objectives

FEEDBACK

A SCHEMATIC FLOW CHART OF A SYSTEMS APPROACH TO INSTRUCTION

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
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.
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.
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.
SPECIFIC OBJECTIVES

• They map 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.
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
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 to discuss orally 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.
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
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?
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.
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.
 Design and Development

Selection of learning experiences

The stages 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.
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.
 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.
 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
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
 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.
 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.
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.
Evaluation--4

• Multiple measures using a variety of evaluation

tools are more reliable than one or two.

• Use of formative (continuous assessment)

facilitates development while the summative
evaluation facilitates decision making on
selection of media/modes or any resources after
a period of time.
ARISE, SHINE; FOR YOUR
LIGHT HAS COME AND
THE GLORY OF THE LORD
IS RISEN UPON YOU.
ISAIAH 60:1
THANK YOU AND BEST WISHES !