Learning System and Their Design

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Learning Systems and their Design


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Learning system is an organized combinationof people, materials, facilities, equipment,and procedures that interact to achieve agoal.

Instructional situation.

Its elements are put together based on someplan


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Is an entity viewed as a whole because its parts are all

interacting, interdependent and interrelated as theywork towards attaining a goal or set of goals.

Is part of general systems theory, which is already

considered a specialization in itself because generalsystems theory looks at all disciplines, fields orspecializations as interrelated, forming one whole

body of knowledge and approaches.

Points out that reality is complex


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Recognizing that learning is neither affected not just

by the teacher/trainer, nor just by the learner.

The educational communicator sees to it that eachelement in the learning situation fails in its right place.

He recognizes that each element in the learningsystem has a goal of its own, which must convergetowards ultimately inducing the learning process.


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A). Materials Handouts and visuals

B). Facilities Barangay hall or public school room

C). Instructional procedures Demonstrations and discussions


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The learning system is viewed in terms of its

wholeness, and not by its parts. This means that whileeducational communications recognizes the said

learning system to have parts or elements, they areconcerned with the way these elements make up thewhole. Merely putting these elements together doesnot determine the effectiveness of the whole, but howeach element interact with one another to create a

harmonious meaning.


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A learning system has 3 minimum parts: (a) learner, (b)instructional procedure, (c) learning outcome.

in a learning system, these parts are interacting.Meaning that each part acts on one another and viceversa.

The parts of a learning system is interdependentbecause each one counts and has a role to play, which

the others rely on to be able to perform theirrespective functions well.


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Each parts is interrelated because when achange in one part brings changes in otherparts causing a change in the entire learningsystem.

Learner

Instructionalprocedure

Learningoutcome


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A basic element of a system is the goal. The goal is thereason for existing. In the same way, the learningsystem exist so that they will induce the learningprocess.

Systems may be viewed at various levels. These tell us

that each system may be broken down into parts orsubsystems that are complete in themselves.

Likewise, each system is part of a larger system and assuch, is related to other systems making up this largeror suprasystem.


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As a system, every instructional situation strives to

maintain its balance. A state of balance implies thatthe various elements of a system are performing their

respective functions and are effectively contributingtowards achieving the system goals.


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which does not interact withits environment. Attains static balance. e.g.nonliving things.

can attain dynamic balance.e.g. living things, social entities.


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Recognizing dynamic system balance as animportant quality of learning system pointsout that:

1. When in a state of imbalance, a learning systemwould naturally strive to become balanced; and

2. A learning system need not remain the same to

attain a state of balance; it may change.


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Every system has a boundary that defines its

limits. The boundary of a closed system is easy to define, because

it does not allow the system to interact with its environment.

boundaries of open systems, such as learning systems, areharder to define. As a general guide, its goals andobjectives, its audience, or its scope, or all of these maydefine the boundary of a learning system.

In managing learning system, identifying itsboundary not only delimits ones operations to

the learning system concerned but also helpsdetermine if problems affecting it lie within oroutside of it.


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A learning system is primarily designed to induce the

learning process. This implies that between the timethat learners enter and leave a learning system, changetakes place in them. Such a conversion process takesplace in a system so that its subsystems can serve itsgoals and objectives


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The learning system as an entity but viewed as a wholebecause its parts are all interacting, interdependentand interrelated as they work towards attaining a goal

or set of goals.


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the systems approach is essentially the scientificmethod (Shrode, 1974). Applied to learning systems,this pertains to the design of learning systems.


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1. Rationale2. Audience capabilities and limitations

3. Resource analysis4. Instructional goals and objectives5. Evaluation plan6. Learning task description and analysis7. Learning strategy/ies including media materials

8. Budget9. Timetable10.Work assignments


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2.Carrying out and; 3.Evaluation in a learning system involves the

following steps:1) Preparation of resources both human and non-

human2) Carrying out activities as scheduled3) Carrying out the evaluation plan4) Analysis of evaluation findings and reporting

these to the learning system staff and others

concerned5) Making necessary adjustments as the learning

system takes place or redesigning it afterwards


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Before even deciding to design a learning system, the

educational communicator must first determine if andwhy one is needed. Specifically, s/he must find out theneeds, problems or interests of potential learners.


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1. How familiar are the intended learners with the learningtasks? How much previous experience do they have withrespect to the learning tasks? What are their attitudes,cultural norms and values that may affect how theyperform it?

2. Do the learners environment or resources makeperforming the learning tasks hard or easy?

3. What communication skills do the intended learnerspossess? Can they read, write and perform simplemathematical equations? Can they understand certainvisual symbols? What non-verbal symbols are meaningfulto them?

4. How many are the learners? How similar or varied aretheir capabilities and limitations?


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Human Resources to be considered:1) Nature of work and staff qualifications needed

2) Availability

3) Skills and knowhow

4) Credibility of resource persons or facilitators5) Similarities or differences between the resource

persons or facilitators and the learners.


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Guide questions in analyzing the resourcesfor a Learning System:

1. What resources are needed?

2. Which among these are available?

3. Which need to be acquired?

4. Which resources cannot be acquired?

5. What adjustments are called for the lieu of limited

resources?


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The goal/s and objective/s of a learning system arethe proposed answer/s to learning needs,problems, or interests earlier identified. It shouldbe attainable and realistic

Is a general statement about the intended outcome of the

learning system.

must be considered from the point of view of alearner, not from a communicators viewpoint

thus, an instructional goal must tell what alearner should be able to do at the end of alearning system, and not what a communicator isgoing to do


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A goal should state if the learner should beable to understand, to know, to grasp,toappreciate,tomaster, or so on and notto inform, to train, to disseminate

information,topersuade because these arephrases indicating what a communicatorsintends to do

Its purpose is to be able to arrive atbehavioural objectives that are specific andmeasurable


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The qualities of the behavioral instructionalobjectives are the following:

ime-bound;

bservable;

easurable;

chievable; and

imply stated.

To use action words that are easy to observe is thepractical guideline in coming up with the behavioral

objective


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Words used in learning goals

Words used in instructional objectives

Understand Discuss SummarizeKnow Describe TellFamiliarize Explain WriteLearn Cite OperateGrasp Identify Give examplesRealize List DesignAppreciate Enumerate CompareBe convinced Perform FollowMaster Demonstrate Practice

Show UseClassify


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Performance

Conditions

Criterion

Setting instructional objectives that posses theTOMAS qualities is important if the learningsystems designer is to come up with a streamlined,focused learning system.

Being definite and specific in objective writing also

helps learning systems designers to assess howrealistic and achievable their intended outcomesare.


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Further, TOMAS objectives give learning systemdesigners a clear idea about how much or how littletheir efforts and their learning program or materialwill really contribute to higher systems goals.

Finally, writing not only TOMAS objectives but alsothose complete with a performance, a condition,and a criterion makes a assessment of the successor failure of a learning system easier.


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Evaluation is defined as a continuous process ofcollecting and interpreting information in order toassess decisions made in planning and carrying out alearning system.

Importance of Evaluation It determines if the learning system plan is on the right

course, as it is carried out, to reduce a learning problem orreach the objectives.

It points out why a learning system succeeds or fails.

It tells how to improve a learning system before, while, andafter it is carried out.

It makes learning system managers and participantsconscious of improving their performance.


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whether or not the learning system or itscomponents answer the real and felt needs of intended participants, attheir level of readiness

whether or not the learning system or its componentsmeet its objective

whether or not the combination of resources used inplanning and carrying out the learning system or its componentsrequires the least or realistic costs to achieve objectives

whether the outcomes of the learning system orits components sufficiently or more than compensate for the cost of theresources used

whether or not the components of the learning system aresufficient to attain its objectives


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whether the learning system or any of itscomponents has good, bad, anticipated and unanticipatedeffects that are unintentional

s how

two or more related learning system compare in terms ofappropriateness, effectiveness, efficiency, cost effectiveness, adequacy and side effects

the extent towhich individual participants are able to perform theinstructional objectives


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Information needed in evaluating learning systems and

their importance 1. Knowledge, experience, attitudes and /or skills of

participants before the learning system takes place

IMPORTANCE: Help determine if the learning system is appropriate to

learners needs and readiness or if it needs changes

Tell if participants are adequately prepared to take part inand gain from the learning system

Provide a baseline for evaluating if participants gain from

completing the learning system Help determine which learning system strategies,

communication channels and message treatments areappropriate


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2. How the learning system progresses? 2.1. Knowledge attitudes and/or skills of

participants as the learning system progresses

IMPORTANCE:

Tell if the participants are learning or achieving specificinstructional objectives according to plans

Provide feedback to participants regarding their progress

Help determine if specific project components, learningstrategies, and communication channels are effective

Tell if the learning system components that are still to becarried out need revision


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2.2. Participants suggestions/ opinions andreactions about the learning strategies,communication channels, specific messages, andtheir treatments.

IMPORTANCE:

Help determine appropriateness, adequacy, side effectsand efficiency/ cost-effectiveness of learning strategies,communication channels, specific messages, and theirtreatments

Tell if learning strategies, communication channels,

specific messages need to be revised


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3. Knowledge attitude and/ or skills of participantsafter completing the learning system

IMPORTANCE:

Determine if the learning system meets its objectives

4. Proportion of participants achieving the objectives inlearning system

5. Resources used in planning and carrying out the learningsystem

4-5 IMPORTANCE:

Help determine if the learning system is efficient orcost-effective


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6. Participants perceptions/ opinions about andreactions to the learning system

IMPORTANCE:

Help determine appropriateness, efficiency/ cost-effectiveness, adequacy, and side effects of the learning

system

7. Behavior of participants in their usualsurroundings after some time has lapsed from thetime the learning system is completed

IMPORTANCE: Help determine impacts of the learning system, whether

intended or unintended


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Ways of information gathering:

- may be written, oral, practical orsimulated, these are used to determine the knowledge,attitudes and/ skills of intended learners.

- may be carried out by using self-administeredquestionairs or interview schedules administered byevaluator.

evaluators may find outparticipants opinions and perceptions of a learningsystem when they meet informally, such as duringcoffee or meal breaks and socials.


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if the learning system participants arein a group, a meeting among them, communicators, andevaluators may be arranged to evaluate the learningsystem. The evaluator may prepare guide question tofacilitate the discussion. Advantage of this method is thatthe learning system staff members can immediately clarify

questions or act on suggestions and complaints. as the learning system progresses, an

evaluator may observe and record how participantsbehave. Media equipment such as the camera, videocamera and the tape recorder may also be used asobservation tools.

an evaluator may examine existingrecords about expenditures, participants and otherrelevant information.


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1. The objectives do not sufficiently help reduce alearning problem or need.

2. The subject matters is not well organized.

3. The learning strategies and communication

channels are not effective and appropriate.4. The learners do not have enough preparation.

5. The staff, the use of time, money, materials,equipment, and facilities are poorly coordinated.

6. Negative side effects cancel out accomplishmentsdue to designers lack of familiarity withparticipants social, cultural, economic or politicalenvironments


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Once learning system designers have clear specific

instructional objectives that they have crosscheckedthrough an evaluation plan, they need to draw up thetasks to be learned. The tasks are the specific actions

that lead to the ultimate actions desired as describedby the instructional objectives.

In communications, communicators prepare theirmessage by first mastering it. Based on the threebehavioural domains three types of learning tasks maybe identified: cognitive, affective and action tasks.Cognitive and affective tasks are essentially in thehead tasks and need be translated into action. Actiontasks are easy to observe.


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As in any communication, cognitive and affective tasks(or messages) are described through a content outlineor a narrative description.

Once learning system designers have described thelearning tasks, they may translate these into ENABLINGOBJECTIVES. An enabling objective is just anotherbehavioural instructional objective that pertains to aspecific learning task or action that would lead to theattainment of the instructional objectives of thelearning system.

If the terminal objective of a learning system is to

enable rural women to prepare herbal medicines forsimple ailment, the enabling objectives may consistof the following:


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1. List some herbal medicines commonly found intheir locality.

2. Match the appropriate herbal medicines with thecommon illnesses for which they may be used ascures.

3. Describe the procedure in preparing a herbal curefor each common ailment.
http://c/Users/Mary%20Lorie/Desktop/dvc%20211/final/task%20analysis%20additional.pptx


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Types: Expository Approach - non-participative end of

teaching; the information is presented for the learners toprocess

Inquiry Approach - learning strategy is placed under the

learners control

PRESENTATION One-way flow of information from a teacher or authority

to learners

Primarily useful in increasing the learners knowledgeand understanding (cognitive domain)

Achieved when the learners attend to and are able toprocess the stimuli presented to them


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DISCUSSION Stimulation of thoughts and free-flowing exchange

of ideas among learners in a group

Used to enable learners to arrive at their own

conclusions or solutions to problems Also enables learners to internalize principles and

gain insights (cognitive)

Can raise interest in certain issues and move thelearners to act with regard to an issue or problem(affective)


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SHARING Learners present their own experiences,

conclusions, and ideas to other members in theirgroup or even to other groups

Useful in enabling learners to internalize what theyhave to share (cognitive and affective) and inhelping others gain further insights, too, inreceiving others reactions to their own ideas andexperiences (cognitive)


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DOING A chance to try or practice a task Because of high level of doing or participation, learners can

acquire not only better understanding (cognitive) and new skills(psychomotor) but also new attitudes (affective) through the doingstrategy.

FEEDBACK Places emphasis on informing individual learners of their progress

in reaching the terminal objectives of a learning system Important in all domains

make up the work plan preparatory to carrying out a learning

system


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BUDGET The learning system plan in monetary terms

Consists of personal services, maintenance andother operating expenses, and equipment (and

building) outlay


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Personal Services. The regular staff positions needed tomake the necessary preparations, carry out, and evaluatethe learning system. Here, salaries and personal fees areindicated.

Maintenance and other operating expenses. Includes

allotments for travel, supplies and materials, and othermiscellaneous expenses.

Equipment (and building) outlay. The expenses to beincurred in purchasing new equipment an furniture andin constructing a new building or renovating a room.

While the budget shows how the funds are to beallocated in a learning system, the timetable shows howtime is to be allocated.

Learning System and Their Design

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