Models of communication

MODELS OF
COMMUNICATION
TYPES & ESSENTIAL
FEATURES

ARISTOTLE’S MODEL
SPEAKER ARGUMENT SPEECH LISTENERS

SHANNON-WEAVER
MATHEMATICAL MODEL
INFORMATION
(SOURCE)
TRANSMITTER
(ENCODER)
CHANNEL
RECEIVER
(DECODER)
DESTINATION
NOISE
(SOURCE)
MESSAGE SIGNAL RECEIVED
SIGNAL
MESSAGE

SCHRAMM’S INTERACTIVE
MODEL
MESSAGE
ENCODER
INTERPRETER
DECODER
MESSAGE
DECODER
INTERPRETER
ENCODER
MESSAGE

BARLO’S MODEL OF
COMMUNICATION
SOURCE MESSAGE CHANNEL RECEIVER

TRANSACTION MODEL OF
COMMUNICATION
ENCODING with
Language
MEDIA used for
Transmission
COMMUNICATOR
A
MEDIA used for
Transmission
Receiving &
Interpreting
COMMUNICATOR B
ENCODING
With Language
Receiving &
Interpreting

SAWTOOTH MODEL OF
COMMUNICATION
PERSON 1
PERSON 1
END OF
COMMUNICATION
EVENT
START OF
COMMUNICATION
EVENT

FOULGER’S ECOLOGICAL
MODEL OF COMMUNICATION
CREATORS CONSUMERS
MESSAGE
Using
LANGUAGE
Within
MEDIA Learn, Socialize within
Observe, Attribute &
Interpret
Imagine & Create
Use, Invent &
Involve
Have perspectives of relationships with
Become creators when they reply or provide feedback

CONCLUSION
ESSENTIALS OF MODELS OF COMMUNICATION
MEDIA
MEDIA
SOURCE
RECEIVER
PROCESS

MEANING OF
TELECOMMUNICATION
 French word, coined in 1994 by Edoured
Estaunie, an engineer & novelist.
 Combination of Greek prefix ‘tele’ meaning
‘far off’ & Latin word ‘Communicare’
meaning ‘to share’.

COMMUNICATION stands for
 All types of Data transmission,
 Data sharing between the source of data
generation to the place of data receiving
as its far off destination from voice to video

Telecommunication Act 1997
 Carriage of communications by means of
guided or unguided electromagnetic
energy.
 It is the electronic process that enables
communication across distances, large &
small from one sender to another.

 It is the process of transmitting or
receiving information over a distance by
any electrical or electromagnetic medium.
 Information may be in the form of voice,
video & data.

 Transmission of data & information
between computer using a communication
link such as standard telephone line.

Telecommunication involves a
vast array of technologies
Utilized for sending information over
distances.
Radio, Television, Mobiles, Landlines
Satellite & Picture phones
Voices & Images over internet protocols
Telephony technologies, Networks & WWW
(World wide web)

HISTORY OF DEVELOPMENT
 Ancient Times
 1. Smoke signals
 2. Relay Beacons or Fires

Medieval Age
 Beacon Chains
 Pigeons
 Beating Drums
 Ships flags & Semaphores, a mechanical
device on a tower.

Modern Age
 Telegraph:
1. Morse code & Signal Lamps: Optical
version of the telegraph, translates dots &
dashes of a Morse code.
2. Helliograph: A mirror used to reflect light
to mimic the signal lamp.
3. Electrical Telegraph

Modern Age
 Conventional Telephone: March 1876
 Bell Telephone Company
 First Commercial Telephone Services:
1878, 1879
 Wireless Communication: 1901
 Transmission of moving pictures:

Advanced
Telecommunication Era
 ARPANET: Beyond the planet.
 Computer Technology & Satellite
communication

TYPES
 Broadcast Telecommunication
 Point to Point Telecommunication
 Multiple Telecommunication System

OTHER TERMS & CONCEPTS /TYPES
UTILIZED IN TELECOMMUNICATION
 Analog Communication
 Digital Communication
 Communication Networks
 Communication Channels
 Modulation
 Telephone Communication Optic Fibres

COMPONENTS OF BASIC
TELECOMMUNICATION
 THREE ELEMENTS/ COMPONENTS
1. Transmitter: Takes information &
converts into a signal.
2. Transmission Medium: Carries the
signal
3. Receiver: Receives the signal & converts
it back into usable information.

ROLE OF TELECOMMUNICATION
IN NATIONAL LIFE
 Development of Education System
 Economic Integration
 Cultural Development
 Flow of Information in International Market
 Development of Social Relationship

ROLE OF TELECOMMUNICATION
IN EDUCATION
 Teaching Learning at Home
 Assistance from classmates
 Distance Learning
 Meeting
 On-Line Learning

QUESTIONS
1. Discuss concept of telecommunication
2. Different types of telecommunication
3. Role of telecommunication in education
with special reference to teaching &
learning.
4. Role of telecommunication in national life.
5. History/ Development/ Growth of
telecommunication

SATELLITE
COMMUNICATION
CONCEPT

CONCEPT OF SATELLITE
COMMUNICATION
 Satellite is a solid object
 which revolves around some heavenly
body
 due to the effect of mutual gravitational
forces.

SATELLITE COMMUNICATION
 It is carried out with the help of
SATELLITES
 Especially Communication Satellites.

 It is the communication of satellites in
space with large number of earth stations
on the ground.

A Communication Satellite is a
 Microwave relay station placed in outer
space.
 These satellites are launched either by
rockets or by the space shutters.
 These are positioned 36000 Kms. Above
the equator with an orbit speed that
matches the earth’s rotation speed.

Communication Satellites are
used as
 Telecommunication devices besides other
multidimensional uses.

 Introduced the idea of
Satellite Communication.
 He stated: “ If a satellite
were positioned high
enough above the
equator & its speed was
1945, Arthur Clarke
controlled to match that of earth’s rotation,
it would appear stationary in its geostationary
orbit in the sky.

EARLIER TIMES
 LARGE SIZED ANTENAES were used
because of the receipt of very weak
signals.

PRESENT TIMES
Satellites have become
 stronger
 Bigger &
 More powerful therefore antennas used
have become automatically smaller in
size.

SYSTEM OPERATES & WORKS
 in the Millimeter &
 In the Microwave frequency bands.

ACTIVE SATELLITES
Active Satellites:
 Complicated in structures.
 Processing equipment: Transponders,
which plays important role in the
functioning of the Satellite.
 Transponder provides amplification of the
incoming signal.
 It is also useful in avoiding interference
between the two signals.

PASSIVE SATELLITES
 These are relay stations in space.
 These are sub-divided in 2 categories:
1. Natural Satellites: eg. The Moon.
2. Artificial satellites: eg. Rohini, Spherical
balloon with metal coated plastic.

Order Country
Date of first
launch
Rocket Satellite
1
Soviet
Union
4 Oct 1957 Sputnik-PS Sputnik 1
2 US 1 Feb 1958 Juno I Explorer 1
3 France 26 Nov 1965 Diamant-A Astérix
4 Japan 11 Feb 1970 Lambda-4S Ōsumi
5 China 24 April 1970
Long March
1
Dong Fang Hong I
6 U K 28 Oct 1971 Black Arrow Prospero
7 India 18 July 1980 SLV Rohini
8 Israel 19 Sept 1988 Shavit Ofeq 1
— Russia[1] 21 Jan 1992 Soyuz-U Kosmos 2175
— Ukraine[1] 13 July 1992 Tsyklon-3 Strela
9 Iran 2 Feb 2009 Safir-1 Omid
10 N. Korea 12 Dec 2012 Unha-3
Kwangmyŏngsŏn
g-3 Unit 2
— S.Korea 30 Jan2013 Naro-1 STSAT-2C
First launch by country

BASICS:
TERMS & VOCABULARY
1. Satellite Channels: Every satellite has 4
transponders/channels. Each of these
channels can transmit one TV signal or
thousands of simultaneous calls.
2. High Frequency Band: Satellite signals use
C-band & KU-band.

1. C-BAND
 High Frequency Band ranging from 3.7 to
4.2 GHz

KU-BAND
 The new generation of satellite is now
using a bit higher frequency ranging from
11.7 to 12.3 GHz.

SATELLITE DISH
 It is primarily an antenna that selects &
focuses the satellite signal

SATELLITE ANTENNA
 Also known as a ‘footprint’ directs its
signals to all destined reception areas on
the ground in a particular shape.
 The signal is strongest at the centre of that
area which makes it possible to use
smaller dishes from reception.
 As one moves from the center, the signal
diminishes in intensity, therefore large
dishes are needed.

UPLINK & DOWNLINK
UPLINK:
It is a ground station that sends signal up to
the satellite.
DOWNLINK:
The satellite changes the signal’s frequency &
transmits it to downlinks.
It is a ground receiving station.

DIRECT BROADCAST
SATELLITE DBS
 The technology of sending direct satellite
signals to homes.
 Satellite is strong enough to allow for the
use of smaller dishes.

TYPES OF SATELLITES
DOMSAT
 Domestic Satellites are used to provide
various telecommunication services such
as voice, data & transmission (TV
channels) within a country

TYPES
SARSAT
 This service is for search & rescue
operations.
 It is a polar orbiting satellite.
 It orbits the earth in such a way as to
cover the north & south polar regions.
 They are used to provide environmental
data & to help locate ships & aircrafts in
distress.

INTERNATIONAL SATELLITES
INTELSAT:
 International Satellite Communication was
set up in 1964 to handle the technical &
administrative problems associated with a
worldwide telecommunication system.
 Provides global communication via 18
satellites & cover 117 member countries of
N.America.

INTELSAT
 International regions served are divided into the
following regions:
1. AOR Atlantic Ocean Region
2. POR Pacific Ocean Region
3. IOR Indian Ocean Region
 Satellites are positioned in geostationary orbit
above the ocean where they provide a trans-
communication route.
 Used for domestic services within any given
country

INSAT
 Owned by India
 Came into operation in 1983
 Provides 3 types of communication
services in the areas related with:
1. Telecommunications
2. Television &
3. Meterology

EUTELSAT
 Owned by European Telecommunication
Satellite Organization.
 It represents 10 nations of the European
continent.

ARABSAT
 Owned by the Arab Satellite
Communication Organization.
 Provides telecommunication services to 21
Arabian countries in the following areas:
1. Television
2. Telephone
3. Telegraph
4. Data Services

BRAZILSAT
 Owned by Brazil
 Provides services in the following fields:
1. Television
2. Transmission
3. Distribution of radio programs
4. Telephone &
5. Direct broadcast for pay television

OPTUS
 Owned by Australia & Papua New Guinea.
 Uses 3 geostationary satellites.
 Provides following services:
1. Television
2. Video-conferencing
3. Data & direct broadcast for pay television.

PALAPA
 Owned by Indonesia.
 Represents a system of 4 different
satellites.
 Provides effective communication services
to the whole country.

Morelos
 Owned by Mexico.
 Provides good infrastructure for the
needed communication services for the
entire country.

Russian Satellite System
 Uses 2 types of satellites for providing all
essential communication services:
1. Stationary &
2. Non-stationary
 Satellites of these 2 groups are called by
the names:
1. GHORIZONT
2. MOLNIYA

Canadian ANIK Satellites
 Owned by Canada.
 This system involves a group of satellites.
 It provides a wide variety of
communication services to the entire
country.

Intersputnik
 Owned by The International Satellite
Corporation of the Eastern Block
Countries.
 The system provides services on the lines
of INTELSAT.

ROLE OF SATELLITE COMMUNICATION
IN NATIONAL LIFE
 Improved educational programs eg.
EDUSAT for distance education system
through A-V medium.
 Primarily meant for providing connectivity
to college & higher levels of education
centers.
 Also supports non-formal education
system

IN NATIONAL LIFE
 Broadcast communication facilities:
Provides satellite based broadcast
communication facilities to communicate:
1. Data
2. Video &
3. Other useful information.

IN NATIONAL LIFE
 Development of rural & remote regions:
Useful in communicating:
1. Valuable data & information with fast
advancing capabilities.

IN NATIONAL LIFE
 Social & Economic utility:
Reduces social & economic cost of sharing
information with others.

IN NATIONAL LIFE
 Sharing advanced healthcare services:
 Institute of Telecommunications provides
substantial expertise with which one
country can share advanced healthcare
services with other countries to provide
enhanced medical facilities to the citizens
of its own country.

IN NATIONAL LIFE
 Entertainment:
 Acts as a source of entertainment.
 Broadcast signals receive signals from
ground station & transmit to households
for entertainment as well as other
important source of information

EDUCATIONAL PURPOSES OF
Educational Purposes:
 To expand & upgrade education
 To promote national integration
 To create social awakening
 To make people aware about health &
nutrition programs.

EDUCATIONAL PURPOSES OF
Educational Purposes:
 To propagate population control programs.
 To make people aware with techniques of
agriculture.
 To improve life of the people.

USE OF SATELLITE
COMMUNICATION IN TEACHING &
LEARNING
 Extension of school boundaries.
 Integration of specialized material.
 Sharing educational experiences.
 First hand experiences.
 Cost effective

USE OF SATELLITE COMMUNICATION IN
TEACHING & LEARNING
INTRODUCTION
 It has become a significant teaching
learning technology.
 Provides rich & innovative learning
experiences to students of different age
groups.

USE OF SATELLITE COMMUNICATION IN
TEACHING & LEARNING
 Reception of specialized cultural &
instructional programs.
 Distribution of school based television
programs on a satellite network
 Participation in a growing teleconferencing
or video conferencing activity.
 Programming a special campus channel.
 Interactive communication among people
from different nations.

USE OF SATELLITE COMMUNICATION
FOR EDUCATION IN INDIA
1. Broadcasting & Teleconferencing:
 With the help of ISRO, Indian Space
Research Organization the government
has launched a series of satellites for
providing audio & video broadcasting &
teleconferencing services in all the corners
of the country.

2.SITE: Satellite Instructional Television Experiment.
 1975-76: The first attempt was made by the government
of India in using satellite communication for educational
purposes by launching SITE.
 American Application Technology was used for the
purpose.
 Health, Hygiene & family planning programs were
telecast directly to about 2400 Indian villages spread
over 6 states.

3. Programs for Formal & Informal
Education:
 ISRO in 1983 established INSAT into the orbit for the
Indian government which helped in the telecast of
various educational programs.
 Programs were produced at the AIR at Delhi, Cuttack,
Hyderabad & Mumbai.
 The satellites simplified the TV signal & beamed them
back to earth.

4. Teacher Training through video
conferencing:
 In the 90s Jhabua Development Communication Project
(JDCP} & Training Development Communication
Channel (TDCC) further demonstrated the efficiency of
tele-education.
 1996-97: under the tele-SOPT program teachers of
Karnataka & MP were trained through video
conferencing…

conferencing:
 During summer vacation the morning time was used for
teacher training programs in the entire country.
 Before the program a teacher monitor gave an
introductory talk.
 CET Centre for Educational Technology (NCERT)
developed multimedia packages for training science
teachers.

conferencing:
 The main purpose of multimedia packages was
to improve the competence of primary teachers
in methodology & content part of science.

5. Programs for children & adults:
 Television programs were planned in 2 ways:
 1. for children
 2. the other for adults.
 Morning programs were of 1½ hour duration &
they were designed for the children of 5 to 12
years of age.
 Mother tongue.
 Evening programs were for the country, in Hindi

LAUNCHING OF EDUSAT
 20th Sept 2004: EDUSAT launched.
 First Indian satellite built exclusively for
serving the educational sector.
 Offers an interactive satellite-based
distance education.
 Specially configured for the A-V Medium,
using digital interactive classroom & multi
centric systems

PURPOSE OF EDUSAT
 To provide connectivity to school, college
& higher levels of education & also to
support non-formal education.

LIFE SPAN OF EDUSAT
 Launched in 2004, its life is believed to be
7 years for carrying out its mission.

OPPORTUNITIES FOR HUMAN
DEVELOPMENT & EDUCATION
 It carries 5 Ku-band transponder providing
a national beam & 6 Extended C-band
transponders with national coverage
beam.
 It will join INSAT Indian National Satellite
System that has more than 130
transponders in C-band, Extended C-band
& Ku-band.

OPPORTUNITIES FOR HUMAN
DEVELOPMENT & EDUCATION
 It provides many telecommunication &
television services.
 It provides opportunities for using satellite
for education in particular & for human
development in general.

Use of EDUSAT
 It may be used for:
1. Web-based education
2. Video conferencing, audio-conferencing
& computer conferencing.
3. Radio & TV broadcasting
4. Interactive radio & TV
5. Exchange of data.

Stages of EDUSAT operation
1. Coverage of universities
In the first stage of pilot projects, Ku-band
channels on broad INSAT-3R which is already
in orbit was used.
In this phase the following were covered:
1. Rajiv Gandhi Technical University, MP.
2. Y.B. Chavan State Open University,
Maharashtra
3. Visveshwaraiah Technological University,
Karnataka.

2. Coverage of Classrooms
 In the 2nd stage EDUSAT supercraft was
used with semi-operational mode with at
least one uplink in each of the 5 spot
beams.
 Above 100 to 200 classrooms were
connected to each beam.
 Coverage was extended to more states &
1 national institution.

3. Fully Operational Network
 In the 3rd stage EDUSAT network was expected to
become fully operational.
 ISRO was assigned to provide managerial & technical
support to the replication of EDUSAT ground systems to
manufacturers & service providers.
 Users were expected to provide funds for the purpose.
 Ground infrastructure to meet the needs of the country
were to be built.
 EDUSAT to support 25 to 30 uplinks & 5000 remote
terminals per uplink.

TYPES OF CONNECTIVITY
 2 Types of connectivity are in operation for
the purpose.
 1. Satellite Interactive Terminals
 2. Receive only Terminals.

Role of NCERT in using EDUSAT
 CIET, Central Institute of Educational
Technology has been entrusted the task of
utilizing EDUSAT services for the following
purposes:
1. Organizing in-service training programs through
distance mode.
2. Using technique of teleconferencing for direct
teaching of school subjects to the students.
3. Telecasting of video programs on National
Network of Doordarshan & Gyan Darshan.

Satellite Communication System of
CIET (NCERT)
Satellite
EDUSAT
Mini Hub at NCERT
CIET Delhi
Teaching End
Connected with
MINI HUB
624 Kbps
Classroom I
Classroom
50
Classroom
100

MERITS OF SATELLITE
COMMUNICATION SYSTEM
1. Data communication: capable of
enormous amount of data
communication.
2. Large coverage
3. Detection of errors
4. Transmission costs

LIMITATIONS / DEMERITS
1. Effect of weather
2. Inadequate security
3. Transmission delay
4. High cost

QUESTIONS
 Concept?
 Basics/fundamentals?
 Role national life?
 Educational purposes?
 Role in teaching & learning?
 Use for education in India?
 What is EDUSAT? Its utility in education & role of
NCERT in utilizing its services?
 Essentials involved in the satellite communication
system?
 Short notes: INTELSAT, DOMSAT, SARSAT

INTRODUCTION
 Latest concept in technology of education.
 Initially developed in the Industry &
management.
 Historically: World war II as a result of
research & development in problem-
solving, efficiency, analysis & operational
planning.

SYSTEMS APPROACH
 It is an operational planning concept,
borrowed from engineering sciences &
cybernetics which deals with self
regulating & self-sustaining systems.

MEANING & CONCEPT
 SYSTEM
Refers to ‘wholeness’, inter-relationships
between parts or elements & self-
regulation.
It signifies a holistic organization.

DEFINITIONS
 WEBSTER’S DICTIONARY:
i. A regularly interacting or independent
group of items forming a unified whole.
ii. A group of objects related or interacting
so as to form a unity.
iii. An organized or established procedure.
iv. Methodologically arranged set of ideas ,
principles, methods or procedures

ADVANCED LEARNER’S
DICTIONARY
A set of inter-related elements

ENCYCLOPEDIA OF
EDUCATION
 A system is a group of components
integrated to accomplish a purpose.

CHARACTERISTICS
 General Term: Applicable to various fields
including instruction & education.
 Self-governing structure.
 Dynamic & Integrated whole.
 Systematic organization
 Specified role
 Effective functioning
 Interaction

CONCLUSION
 Self regulatory, self-maintaining & self-
governing whole comprising of
systematically organized interdependent
or inter-related parts , which perform their
roles to achieve the pre-determined
specific objectives of the system with
maximum economy, efficiency &
productivity.
 It refers to ordered set of ideas, theories,
principles etc.

TYPES: 3 Broad Categories
1. Natural Systems:
Solar system, Human Body system.
They are creation of nature or biological
mechanism.
Generally their functioning is beyond the
control of man.
Therefore their behavior cannot be
precisely predicted or determined.

TYPES: 2nd Category
2. Man-made systems:
- Telegraph system, refreezing system,
educational system.
- Designed by man.
- The elements are quite controlled.
- Behavior can be precisely predicted &
determined.

TYPES: 3rd Category
3. Natural & Man-made systems
- Hydroelectric plants, dairy farms etc.
- Combination of natural & man-made
systems.

ANOTHER CLASSIFICATION
OF SYSTEMS
 Social system: composed of structures,
organizations & people in various roles for
the achievement of a major societal
function.
 Cultural system: The values, beliefs &
symbols found in any group are observed.
 Personality system: The aim, effects &
thoughts of any person are under focus.

3 ASPECTS OF SYSTEM
 1. PURPOSE: The first & foremost aspect
of a system.
 2. CONTENT: Is a must for a system to
work properly.
 3. PROCESS: The fulfillment of purpose
on the basis of content is called the
process of the system. It determines the
process required & the implies the
components that will make up the system.

EDUCATION & SUB-SYSTEMS
 Education is man made synthetic
organism with a specific purpose.
 Its purpose is integrated with & influenced
by the purpose of its supra-system.
 It is society from which education receives
its input, resources, constraints &
evaluation of adequacy.

Education & Sub-Systems
 Education has several sub-systems such
as the educational guidance ,
administration & so on.
 Each of these systems has its own
objectives & each serves the overall
purpose.
 As the sub-systems function they influence
the supra system.

Education & Sub-Systems
 Education is a system in our specific
sense of the term & therefore may benefit
from the application of the system
approach can bring to the treatment of
complex problems & the design of
educational programs.
 It is the approach of the future.

SYTEMS APPROACH TO
EDUCATION
MEANING
BY
KESHAW & MICHEAN
It is one of the techniques which aims at
finding the most efficient & economically
intelligent methods for solving the
problems of education scientifically.

NIEL’S VIEW 1970
 A particular method of exploration
 to find effective ways of talking about,
designing &
 organizing learning situations in practice

BRETZ’S VIEW 1971
 It involves the accurate identification of the
requirements & problems,
 Setting up of performance objectives,
 Application of logic & analysis techniques
for the problems,
 The rigorous measurement of this product
against the specific performance
objectives.

KAUFMAN’S VIEW 1976
 It is a tool to make the educational adventure
more responsive,
 Responsible,
 Logical,
 Orderly,
 Self-correctable &
 Flexible, rather than wholly intuitive, unordered,
indefinable & doubtful.

Systems Approach is concerned
with the…
 Systematic planning,
 designing,
 Construction &
 Evaluation of the education system.

It is applied …
 To develop,
 Implement &
 Evaluate …Educational System
…Sub-system
…Curriculum or
…even of designing an individual
lesson

It is a …
 Rational,
 Problem-solving method of
 Analyzing the educational process &
 Making it more effective

It is the …
 Process, taken as a whole,
 Incorporating all its aspects & parts.
 Namely Pupils,
 teachers,
 curriculum,
 instructional material,
 instructional strategies,
 physical environment &
 the evaluation of instructional objectives.

It solves…
 Various educational problems
 Related with the organization &
 Management of the process & products of
education.

The purpose of the system
analysis …
 Is to get the best environment
 In the best place
 For the best people
 At the best time &
 At the best price.

Applied to Education, it
implies…
 Standards of output performance
 Planned input & processes, involving
organized learning materials & methods
 Monitored output in which the use is to
revise, improve & evaluate the
instructional system providing feedback to
the learner & teacher

PARAMETERS TO SYSTEMS
APPROACH TO EDUCATION
1. INPUT
2. PROCESS
3. OUTPUT
4. ANALYSIS & FEEDBACK

PARAMETERS OF A SYSTEM
2. PROCESS
4. ANALYSIS
&
FEEDBACK
1. INPUT 3. OUTPUT

INPUT
 Refers to what is put into a system.
 It involves
i)Students (their age, minimum entry qualifications
& their aptitudes & attitudes)
ii) Teachers
iii) Administrators
iv)Curriculum
v) Context
vi) Instructional Material

Input…
 Cost Factor: which is a check on inputs
should also be considered in terms of its
benefits.

It also implies:
 a) Job opportunities
 b) Rural or Urban local institute &
 c) Hostel facilities

PROCESS
 Refers to what goes on in a system.
 It implies formal, informal & non-formal
education process.
 It includes
i) Curriculum
ii) Institute i.e. physical environment, budgeting
including classrooms, furniture, library books &
journals.

Process…
iii) Facilities i.e. Laboratory, workshop,
society service centre,
recreational facilities,
hostel facilities &
iv) Teachers

OUTPUT
 Is the product of a system.
 Monitored output which is used to revise,
improve & evaluate the instructional
system.

ANALYSIS & FEEDBACK
 Monitored environment provides feedback
to the learner & teacher.
 A system operates in a physical & social
environment.
 A system cannot operate beyond the limits
& boundaries of its environmental context
& constraints.

PURPOSES OR USES OF SYSTEM
APPROACH IN EDUCATION
1. Improvement in instructional system
2. Utilization of resources
3. Increase in control & coordination
4. Improvement in school affairs
5. Improvement in Planning
6. Improvement in evaluation …

PURPOSES OR USES OF SYSTEM
APPROACH IN EDUCATION
7. Improvement in co-curricular activities
8. Improvement in Training
9. Improvement in Guidance
10. Improvement in non-formal & adult
education.
11. Improvement in quality of education

PHASES/STEPS/ OPERATIONS IN THE
SYSTEM APPROACH AS APPLIED TO
INSTRUCTIONAL SYSTEM
 Watter A. Wittich & Charles F. Schuller
1. Identify the task or the problem
2. Analyze the situation
3. Arrange good management
4. Identify the objectives
5. Specify the materials & methods to be
used

PHASES/STEPS/ OPERATIONS IN THE
SYSTEM APPROACH AS APPLIED TO
INSTRUCTIONAL SYSTEM
6. Construct a prototype design
7. Test the prototype design with a sample
group
8. Analyze the results
9. Implement & recycle

ROBB’S VIEWS ON SYSTEM APPROACH
IN INSTRICTIONAL SYSTEM 1974
Suggested that an instruction system can
be employed into 3 steps, phases or
operations:
1. Planning
2. Execution
3. Evaluation

1. Planning Instruction System
It has four steps:
i. Defining objectives
ii. Pre-assessment or determining the
entering behavior
iii. Specifying appropriate methods &
strategies
iv. Selecting material, aids & media

2. Execution of Instruction
It has 2 steps/operations
i. Defining & assigning personal roles
ii. Synthesizing & Implementing the
instructional system

3. EVALUATION OF
INSTRUCTION
It has 2 steps:
i. Evaluation of learning outcome
ii. Analysis of results & improvement of the
system

4. MODEL INSTRUCTIONAL SYSTEM
DEVELOPED BY USING THE SYSTEM APPROACH BY
WITTICH & SCHULLER
AREA: LEARNING TO SPEAK ENGLISH
STEP 1: Identify the task or the problem
STEP 2: Analyze the situation
STEP 3: Arrange for good management
STEP 4: Identify the objectives
STEP 5: Specify the materials & methods to be used
STEP 6: Construct a prototype design
STEP 7: Test the prototype design
STEP 8: Analyze the results
STEP 9: Implement & recycle

CONCLUSION
It can be used not only to develop an
instructional system but also to different
problems in other components of
education like School Administration.
But in developing any system the basic 9
steps are to be followed

Role of a Teacher in the System
Approach
1. Assessment Input
2. Data collection
3. Alternatives
4. Analyzing objectives
5. Discussions

Role of a Teacher in the System
Approach
6. Activation
7. Feedback data
8. Modification of components &
processes
9. Assessment
10. Modification of system

PROBLEMS/DIFFICULTIES IN
IMPLEMENTING SYSTEM APPROACH IN
EDUCATION
1. Difficulty in leaving old methods
2. Time consuming
3. Hard work
4. Not suitable for all problems

CONCLUSION
 Despite all difficulties or limitations the
systems approach can be applied for the
development of:
 Educational administration & organization,
exam system,
 Instructional system,
 Models of teacher education,
 Models of curriculum & educational &
 Vocational guidance

Conclusion
 It provides opportunities to modify &
improve the educational system as best as
possible.
 It has the full potential to provide effective
control to the process & products of
education by solving the various problems
related to education.

QUESTIONS
 Explain meaning of ‘system’.
 Characteristics of Systems Approach.
 How can this approach be applied to
education. What are the parameters?
 Purposes/ uses of Systems Approach.
 Operation/Phases in systems approach as
applied to instructional system.

Questions…
 System Approach to Instruction.
 How can different instructional activities be
fitted into the system? Examples.
 Discuss concept of System Approach to
education. How can it be effectively used
in our schools?

Short Notes
 Meaning & Types of system
 Characteristics of Systems Approach
 Meaning of Systems Approach to
Education
 Parameters of Systems Approach in
Education
 Purposes/Uses

Short Notes…
 Operations in the Systems Approach as
applied to Instructional System
 Role of Teacher in the Systems Approach
 Problems in implementing system
approach in education

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