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Unit-4: Instructional Designs
Notes
5. Foundation psychology, sociology and Psychological and scientifi c Principles of psychology
scientifi c foundation foundation and cybernetics
6. Organization Between the teacher and By audio-visual, other By teachers
students methods and person
7. Aim Effective teaching To share information Desired behavioural
changes
8. Content Educational models and Work-analysis, objectives, Principles of teacher
principles of educational testing and motivating behaviour, investigating
methods and techniques methods method of behaviour,
analysis and improvement
in teacher’s behaviour
9. Levels of Memory, sense and thinking Memory Memory and sense
Teaching
10. Place of Teacher Manager Helpful Subsidiary
11. Principle Educational art and learning Production principles of Learning principles–
principles charge process operant, conditioning,
motivation and feedback
etc.
12. Examples Education at Memory, sense Self-study, linear and Micro-teaching and mini-
and thinking level, teaching- branching programmed teaching, stimulation-
management instruction, mathetics, social skills teaching,
correspondence courses and interaction analysis, team
open university system teaching etc.
13. Significance (1) Makes learning more (1) Instructional develops (1) Develops principles
effective and purposeful. principles of teaching-behaviour,
improves behaviour
(2) Develops educational (2) Relates instructions
principles process to its objectives
14. Education Makes class-teaching more Helpful in self-study, It is very useful in making
Implication effective and purposeful correspondence and open effective teacher.
learning and remedial
teaching
4.2 Types of Instructional Designs
Many approaches were introduced in the field of education to solve its problems. Following three
approaches of instructional design are most popular in the field of new approaches. These are presented
by charts—
Types of instructional designs
Training psychology design Cybernetics design System approach
These three designs are supplementary of each other. These are related to input,
output and process methods of educational technology.
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