Simfoni Pikiran

1. Learning and instruction 1.1 Basic concepts 1.1.1 Communications and learning Variousjheories or models for communication have been put forward. They areof • two main types: psychological models, which examinc the interaction betwcen the learner and his environment (who says what to whom, under what conditions and with what eflect); and engineering models, which cxplain the process in such terms as 'input', 'output' and 'mcssage' and use analogies lo communication in electronic circuiu or servo-mechanisms. r- An example of the engineering kind of model is represented diagrammatically in 'f Figure 1.1. This is the Shannon-Weaver model (1949). A message is generated at source and is transmitted by some medium to a receiver at the destination. Any other irrelevant or distraeting messages being received are referred to as 'noise' in the communication system. The objective of eflective communication is to maintain the maximum 'signal...

A systematic approach to instructional design 2.1 The emergence of the systems approach What happens when you put the theoretical ideas just discussed into practice? Very soon, two questions assume great importance: 1. How do we know we have the right objectives specified? 2. How do we measure the success of our course? 1.     Valid objectives Taking the first question and re-phrasing it, we might ask — where do course objectives come from Several answers are possible: (a) A need for certain knowledge or skills is dictated by the trainee's future job. (b) Certain knowledge or skills are held to be desirable by the society in which the trainee lives. (c) The trainee himself is interested in attaining certain knowledge or skills. (d) The teacher has personal interests or preferences which he intends to transmit if at all possible. The first two summarize the vocational and non-vocational objectives of a course, the third to a large extent gove...