In comparing the definitions provided, you should have noticed that there are aspects or characteristics of systems that are common across the definitions. All systems have a common set of characteristics. Here are the key characteristics:
1. A system's elements are not a collection of elements, but are interconnected to and affect each other.
Example: Your nutritionist tells you to eat a bowl of cereal with 20 grams of almond and 30 grams of walnut in it. The combination of the two nuts in the cereal will make your face glow.
Non-example: You decide to omit the almonds because you have none at home. The way in which the almonds and walnuts affect each other to produce the output (a glowing face) will be impacted and not produce the desired effect.
2. All the elements in a system are organized in a specific manner to achieve the system's goal.
Example: You are asked to design a desk lamp and work through each step of the design process. The output is a lamp that (a) meets the users' needs, (b) addresses that problems that were defined, (c) was one of several ideas, and (d) was tested to determine how well it addressed the problems the user identified. The user is happy.
Non-example: You have been asked to design a desk lamp and jump into prototyping the product before understanding the needs of the user, defining the problem, and coming up with some possible solutions. The user is not happy.
3. A system will have a specific function in a larger system.
Example: The small business we discussed earlier is the only provider of office supplies to the other companies and factories in the larger business community.
Non-example: The owner of the small business decided to relocate the business to another community because it is closer to his home. However, in this new business community he finds there are no companies that need his products. (No, he does not sell his products online…yet.)
4. Systems have feedback.
Example: Your team has been asked to design language-learning software. After determining the needs of the user and defining the problem, you and your team come up with several solutions as to how the software could function. A few team members are asked to review the potential solutions to determine whether and how well each solution addresses the problems that have been identified. They record their comments and provide feedback to the team. This feedback becomes a new input into the ideate stage of the process.
Non-example: You and your team are asked to design language-learning software, but it is put on the market before a prototype is developed and tested. No feedback from potential users returns to the design process.
Assignment 2.1
Description
Based on your understanding of the definitions of a system presented at the beginning of this section, what do you find they have in common? Describe what you see in common across the three definitions. Then, thinking about those shared characteristics, write your own definition of a system.
Next, with the characteristics of systems in mind, identify two systems: one tangible and the other intangible. Remember that "tangible" means something that is perceptible by touch. Examples include animate and inanimate objects (things, animals, people). "Intangible" means unable to be touched or grasped; or not having physical presence. In other words, intangible systems involve concepts or actions instead of people or physical objects. Most processes can be thought of as intangible systems. Many services are also intangible. Usually, the subsystems of an intangible system are also intangible. For example, in Assignment 2.3, you will analyze the design process that was discussed in Lesson 1 and describe how it works as an intangible system. The ADDIE instructional design model is another example of a process that can be thought of as an intangible system (made up of Analyze, Design, Develop, Implement, and Evaluate subsystems).
Once you have identified your two systems, explain each system's goals and identify its subsystems and the larger system(s) of which it is a part. In describing the subsystems, be sure to discuss: 1) how the subsystems interact with each other; 2) why they are organized as they are; and 3) the feedback each subsystem provides to the others. In describing the larger system(s), explain: 1) the function your system plays within the larger system(s) and 2) any feedback that occurs between your system and the larger system(s).
You may find the following table helpful to complete this assignment. Submit this assignment together with assignment 2.2 and 2.3 at the end of this lesson. Prepare all assignments for this lesson (2.1, 2.2, and 2.3) into a single Word file. On the first page, you should have the lesson name, and underneath that should be your name, email address, and the date. Below, write "Assignment 2.1" and type your responses to assignment 2.1. Do not submit this assignment until you have also completed assignment 2.2 and 2.3.
Grading Criteria
| Your definition (2 points): | |
| The name of the first system (tangible) (1 point): | The name of the second system (intangible) (1 point): |
| Goal (1 point) : | Goal (1 point): |
| Subsystems (tangible) (2 points) : | Subsystems (Intangible) (2 points): |
| Larger system(s) (1 point): | Larger system(s) (1 point): |
