This is one of the important principles in instructional design that adopts important mechanisms namely: self.
regulation, feedback and is sell regulatory. The principle is
aligned with the steer -man who sails with the ship in a well determined direction but suddenly was informed that the boat is getting astray and was mandaled to exercise control and steer the boat again into the right direciion. He obeys and exercise corrective device, management and control. This he overcomes with good communication, appropriale and timely feedback.Control and proper communicalion were the major tools in
overcoming serious problems in the high waters.
CYBERNETIC PRINCIPLES ON EDUCATION
The teaching-learning process is a complex process that is
likened to the events between the steer-man and obstacles. Every
Instructional process is goal directed and the instructor must also
carry the leamers (audience) along using his abilities to plan,manage, control and use feedback mechanism to evaluate his or her pertormance and that of the learners and also regards
the Teaching-learning process as a comprehensIve sysiem which
Components must be mobilized, harnessed and applied to work co-peratively in producing the required results. There is also the
Pronouncement of getting the inputs working to guarantee the output. Any component that is not functional is put back to work.
Every instruction should have specific stimuli identified,
projected and applied in the teaching-learning process. There is
also an automatic modification inbuilt in the system depending onthe feedback
mechanism collected that will enable the adjustment to put back the system to work. Every component requires
improvement and modification to ensure proper functioning.
Cybernetic principle is a communication mechanism that
Is self- regulatory, has feedback that is automatic and when properly used modify or modenised the system. There is therefore an input and output relationship that determines if the
system is functional given the contribution of the independent
components.
Here, there is a set goal and the component parts. The process
dependent on the feedback mechanism to function in a continuous manner and guldes or signals are provided as
corrective measures to enable control and adjustment. All these
put together will lead to realization of the set goals.
Instructional designers adopt this mechanism and view the teaching-learning process as composite instructional system piloted by many componenis that generate feedback to direct the process and make it self-regulatory. Designers should therefore consider the types of inputs applied to achieve the desired
output. Each component should be spelt out and properly harnessed to function symmetrically. The components may be the type of curricular/ syllabus or learning experiences, learners
and teacher's needs, calibre of staff, their qualilication and
experience as wel as their attitude and readiness to work,
learners themselves and their readiness, types of media
resources, channels of communication, the pedagogical principles etc. as an inputs to gain the targeted behavioural
potentialities in the learners as output and academic performance or achievement. This is known as the response or feedback mechanism judged in cognitive, alfective and
Pycomotive perspectives where the output is not satistactoy remediation may be necessary.
