Wednesday, October 15, 2014
SYSTEM APPROACH
INTRODUCTION
The systems approach can be used at any time when a episode of teaching/learning of any length is being planned. It can be applied to long-term planning for a whole course lasting weeks, months or years, through to daily lesson planning, or even to on-the-spot planning for a learning experience of only a few seconds' duration. It can be applied by a group of teachers designing or adapting a complete course, as well as by an individual teacher preparing his or her specific course input. The approach can also be used for analysing a previous teaching/learning experience. The systems approach does not prescribe or promote any particular teaching methodology (eg individualised study, or group learning). Rather, it is a vehicle that helps teachers to think more systematically and logically about the objectives relevant to their students and the means of achieving and assessing these. On occasion, analysis may suggest that 'chalk and talk' may be the most appropriate method for achieving some objectives, but no one method will be appropriate for all objectives or for all students. Later booklets will provide detailed guidance on how such analysis can be carried out, thus enabling you to make effective use of the systems approach in planning your work as a teacher.
The instructional process has become so complex these days because of the shift in technological focus from the classroom to curriculum planning. The number of objectives to be reached as a result of the instructional programme has increased.
The amount of material to be taught and the media to be utilized has also enormously increased. The number of students and teachers involved in the total instructional system has also increased by leaps and bounds. In such a situation, there is great need for comprehensive and detailed planning. The curriculum should not specify any student behavioural objectives but should also suggest the strategies for helping the students to teach the objectives and evaluation instruments to measure their success. This is called systems approach,an operational planning concept,borrowed from the engineering sciences and cybernetics, which deals with self-regulating and self-sustaining systems. In the recent years it has been introduced in the field of education as a strategy to manage, control and improve the process and products of education.
The amount of material to be taught and the media to be utilized has also enormously increased. The number of students and teachers involved in the total instructional system has also increased by leaps and bounds. In such a situation, there is great need for comprehensive and detailed planning. The curriculum should not specify any student behavioural objectives but should also suggest the strategies for helping the students to teach the objectives and evaluation instruments to measure their success. This is called systems approach,an operational planning concept,borrowed from the engineering sciences and cybernetics, which deals with self-regulating and self-sustaining systems. In the recent years it has been introduced in the field of education as a strategy to manage, control and improve the process and products of education.
MEANING
The term ‘system’ signifies a connotation of wholeness, interrelationships between parts or elements and self-regulation. A system is “a group of objects related or interacting so as to form a unity.”
It also defines a system as “organized or established procedure,” or “a methodically arranged set of ideas, principles, methods or procedure.”
DEFINITION
R.L.Ackoff, ”A system is the set of interrelated and interdependent elements.” (Ackoff, 1971)
Crawford Roob,”System is a systematic organization of the elements that operates in an unique way.” (Roob,1973)
A.K.Jalaluddin,”A system may be defined as a dynamic, complex, integrated whole consisting of self-regulating pattern of interrelated and interdependent elements organized to achieve the pre-determined and specified objectives.”(Jalaluddin,1981)
CHARACTERISTICS OF A SYSTEM
The characteristics of a system as listed by Robert Beynou are as follows:
Ø A system has functional unity of its constituents.
Ø The constituents have a common purpose
Ø The constituents are interdependent.
Ø The system works within a stated environment.
TYPES OF SYSTEMS
Systems can be classified into two broad categories based on who has made them:
i)Natural system and
ii)Manmade system
i)Natural systems:
These are the creation of nature or the biological system. Their functioning is generally beyond the control of man and hence their behaviour cannot be predicted ,determined or controlled precisely by man. Examples are the solar system ,the human body systems etc.
ii)Manmade system:
These systems have been deliberately devised or designed by man with a specific purpose in mind. The elements as well as functioning of these systems are quite controllable and therefore their behaviour can be predicted, determined or controlled by man. Examples are education system, telegraph, telecommunications, etc.
Further, The system can be classified in the following manner:
· Based on size of the system: Micro System and Macro System
· Based on structure of the system: Simple System and Complex System
· Based on communication of the system: Open System and Closed System
· Based on nature of the system: Deterministic System and Probability System
COMPONENTS OF A SYSTEM
They are:
a)Input
b)Process
c)Output
d)Environment and
e)Feedback
ENVIRONMENT
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INPUT : refers to the efforts made to realize the objectives.
PROCESS : refers to what goes on in a system
ENVIRONMENT : refers to all those conditions, factors, constraints related with the physical and the social environment in which the system operates.
OUTPUT : refers to what comes out/products of the system.
FEED BACK : refers to the testing and evaluation of the outcomes and refining and revising the system.
EXAMPLE:
Atlas cycle factory at Sonepat in Haryana is a man-machine system. Its goal is the reproduction of cycles. All the workers, technical and management personnel, machines and materialsare its components or elements. Here the men and material employed in the production of cycles may be referred to as inputs. What is going inside the factory for converting material into the product may be preferred to as process and the production of cycle and its accessories etc. as outputs the factory operates in a definite social and physical environment and definitely controlled by these environmental constraints.
SYSTEMS APPROACH:
Systems approach is a technique based on the systems concept and its basic parameters for understanding, predicting and controlling the operation of a system in a given environment to achieve the pre-determined objectives in an intelligent, efficient and economy way.
STEPS IN SYSTEM APPROACH:
There are five major steps in organizing and developing a system. They are as follows:
a)System Analysis,
b) System Design and Development,
c) System Implementation / Operation ,
d) System feed back and
e)Improvement of the System.
a)System Analysis
This step pertains to the task of analyzing a system in the form of identifying its elements, the organization of the elements, identifying functions of the elements i.e, making decisions of inputs, process, outputs and environmental constraints, and their appropriateness in view of structure and functioning of elements. Thus, the main activities in system analysis are as follows:
· Identifications of the elements i.e, the 4M’s –Men, Media, Materials and Machines.
· Identify objectives of the system.
· Identify function of each element individually and collectively.
· Organization of the elements function-wise.
· Identify constraints that might interfere in the attainment of the objectives.
· Make a draft of action adjusting various elements to ensure the realization of the objectives.
b) System Design and Development
The first task is concerned with analyzing and the second task relates to the task synthesizing what has been done in the first stage.Here attempts are made to design and develop the system on the basis of the analysis performed in Stage 1.The main activities in the step are
· Formulation and making decisions about the objectives of the system.
· Selection of the 4M’s – i.e., appropriate devices, strategies, methods and approaches.
· Finalisation of the parameters.
· Finalisation of the comprehensive plan of action.
· Preparation of the final blueprint of the system.
c) System Implementation / Operation
In the teaching-learning process is put into action in this step. The teacher-students roles and functions are executed in a systematic manner as planned. The different elements of the instructional system are integrated and synthesized keeping in mind the planned objectives.
d)Feed back/Evaluation of outcomes
The outcome of the instructional process are to be evaluated in terms of the realization of the behavioural objectives and in terms of knowledge,understanding,application,skills,attitudes,aptitudes objectives,etc.
e)Improvement of the System.
Based on the analysis of results of evaluation,the plan of action is modifies to achieve to stated objectives.The efficiency of the system is assesses and suitable changes are made in the instructional materials,and teaching strategies in the light of evaluation.
ADVANTAGES OF SYSTEM APPROACH
1.It provides a conceptual framework on which to build plans for implementing change for education.
2.It helps to identify the suitability or otherwise of the resource material to achieve the specific goal.
3.It helps to assess the resource needs, their sources and facilites in relation to quantities, time and other factors.
4.Technological advance could be used to provide integration of machines,media and people for attaining the
defined goal.
5.It permits an orderly introduction of components demonstrated to be required for systems success in terms of .
student learning.
6.Rigidity in plan of action is avoided as continuous evaluation affords desired beneficial changes to be made.
INSTRUCTIONAL SYSTEM
The process of instruction may be viewed as a system consisting of certain interactive and inter-related elements operating in a systematic, organized and regulated way to achieve stipulated instructional objectives.
SYSTEMS APPROACH TO INSTRUCTIONAL SYSTEM
System approach to instructional system helps in the understanding, controlling and improving the structure and functioning of the system in view of the effective realization of the instructional objectives. It helps in providing best possible solution to the problems related to planning, process and products of instruction.
PHASE OR STEPS INVOLVED IN THE SYSTEM APPROACH TO INSTRUCTIONAL SYSTEM
(APPLICATION OF SYSTEM APPROACH IN EDUCATION)
The procedural steps in the system approach in education are as follows:
Phase I:Planning
i. Defining objectives in behavioural terms
ii. Determination of entry behaviour-Pre assessment of students
iii. Defining learner characteristics and requirements.
iv. Specifying appropriate methods and strategies
v. Selecting appropriate learning experiences
vi. Selecting materials, aids and media
vii. Defining roles to personal
viii. Assigning roles to personnel
Phase II :Execution
ix. Synthesising the instructional system
x. Implementing the instructional system
Phase III: Evaluation
xi. Evaluation of learning outcomes
xii. Analysis the results and
xiii. Modifying the system.
ADVANTAGES OF SYSTEM APPROACH IN EDUCATION
Ø It helps in building a framework/blueprint for the educational system.
Ø It helps in effectively improving the teaching –learning process.
Ø It helps in the optimum utilization of men and material in the education process.
Ø It could help in having a systematic educational planning (institutional, regional or national)in terms of long-range goals and specific short-range objectives.
Ø It helps in assessing the resource needs, their sources and facilities in relation to time, quantity, quality and monetary considerations.
Ø It helps in integrating technological advances into the education process.
Ø It helps in improving the examination and evaluation procedures.
Ø It helps in coordinating the curricular and co-curricular activities and other education aspects to develop the cognitive and affective domains.
Ø It could act as a means to improve design and control the non-formal and adult education and teacher education programs.
Ø It would help in rendering valuable services in the improvement of quality of all aspects of educational process.
USING THE SYSTEMS APPROACH IN PRACTICE
The systems approach to course and curriculum design is no more than an attempt to use a process of logical development and on-going monitoring and evaluation in order to allow continuous evaluation of the course or curriculum to take place. It is, however, worth adding some cautionary remarks about using the systems approach in practice. In implementing the systems approach, it is important to appreciate that, while the decisions taken at each stage are always affected by earlier decisions, they may themselves necessitate some of these earlier decisions being changed. It is also important to realise that the stages shown are not the only ones possible, and that, once taken, a decision can always be reconsidered. The approach should thus be dynamic and iterative, always allowing for second thoughts and the refinement of ideas. For example, although you should certainly make a first attempt to define objectives and learning outcomes very early in the planning, you will invariably need to come back to re-define or add to them once you have worked through some of the later steps.The systems approach can be used at any time when a episode of teaching/learning of any length is being planned. It can be applied to long-term planning for a whole course lasting weeks, months or years, through to daily lesson planning, or even to on-the-spot planning for a learning experience of only a few seconds' duration. It can be applied by a group of teachers designing or adapting a complete course, as well as by an individual teacher preparing his or her specific course input. The approach can also be used for analysing a previous teaching/learning experience. The systems approach does not prescribe or promote any particular teaching methodology (eg individualised study, or group learning). Rather, it is a vehicle that helps teachers to think more systematically and logically about the objectives relevant to their students and the means of achieving and assessing these. On occasion, analysis may suggest that 'chalk and talk' may be the most appropriate method for achieving some objectives, but no one method will be appropriate for all objectives or for all students. Later booklets will provide detailed guidance on how such analysis can be carried out, thus enabling you to make effective use of the systems approach in planning your work as a teacher.
ROLE OF TEACHERS:
The teacher has to play a pivotal role in effectively adopting the systems approach not only in his teaching process, but also in organizing various projects, both curricular and co-curricular in the school situation. But there is ample truth in the old saying that it is difficult to teach the “old ones new tricks”. It is also equally easy for the new teachers to forget the “tricks of the TRADE
” learnt during the pre-service training period. Therefore, systems approach should be first in the educational planning and administration itself, so that no constraints and adverse situations are faced by the teachers. The teacher should act as a “friend, philosopher and guide” of students and implement all projects according to the principles of systems approach both in theory and practice.
” learnt during the pre-service training period. Therefore, systems approach should be first in the educational planning and administration itself, so that no constraints and adverse situations are faced by the teachers. The teacher should act as a “friend, philosopher and guide” of students and implement all projects according to the principles of systems approach both in theory and practice.
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