Dick careyisd model_gi

Identify Instruction

al Goals

Conduct Instructional Analysis

Analyze Learners

and Contexts

Write Performan

ce Objectives

Revise Instruction

Develop Assessmen

t Instrument

s

Develop Instructional Strategy

Develop and Select Instruction

al Materials

Design and Conduct

Summative Evaluation

Design and Conduct

Formative Evaluation

of Instruction

The Dick and Carey Systems Approach Model For Designing Instruction

G.I.A2_6507

(Adapted from Dick, Carey & Carey, 2009)

Instructional Systems and Development

An instructional system is:“The planned interaction of people, materials, and

techniques, which has the goal of improved performance as measured by established criteria.” (Hays, 2006)

Instructional Systems Development (ISD):“A controlled process for designing instructional

systems and evaluating their effectiveness.” (Hays, 2006)

ISD Models - CategoriesOrientation Category

Output Goal

Classroom One or a few hours of

instruction

Improve piece of content

Product Instructional Package

Make production more efficient

Systems Course or Curriculum

Create complete instructional

system (Adapted from The Herridge Group, 2004)

Systems Approach Distinctives (Gustafson & Branch, 2002)

System-oriented models typically develop entire course or curriculum

May include a development team that is highly-skilled

Front-end analysis is more extensive than other orientations

Emphasis placed on analyzing goals of organization before committing to development

Design, Development, and Evaluation phases generally more extensive than other orientations

Dick and Carey Systems Approach Model

Individual components based on theory and in many cases research that demonstrates effectiveness of model (Dick, Carey & Carey, 2009)

Incorporates concepts like performance objectives, criterion-referenced testing, and instructional strategy

Model greatly influenced by Robert Gagne, Conditions of Learning and cognitive-information processing views of learning

Model includes elements of behaviorist, cognitivist, and constructivist approaches

“The Dick, Carey and Carey model (2001) has become the standard to which all other ID models (and alternative approaches to design and development of instruction) are compared.” (Gustafson & Branch, 2002)

Identify Instructiona

l Goals

Conduct Instructiona

l Analysis

Analyze Learners

and Contexts

Write Performance Objectives

Revise Instruction

Develop Assessment Instruments

Develop Instructiona

l Strategy

Develop and Select

Instructional Materials

Design and Conduct


Design and Conduct


of Instruction

Components of Dick and Carey Model

Identify Instructional Goals


Analyze Learners and Contexts




Develop and Select Instructional Materials

Design and Conduct Formative Evaluation of Instruction

Revise Instruction

Design and Conduct Summative Evaluation

(Dick, Carey & Carey, 2009)

Identify Instructional Goals


al Goals


Analyze Learners

and Contexts

Write Performan

ce Objectives

Revise Instruction

Develop Assessmen

t Instrument

s



al Materials

Design and Conduct


Design and Conduct


of Instruction

Determine what new information and skills you want learners to master

Express as goals

Instructional goals may come from:

List of goals

Performance analysis

Needs assessment

Practical experience with students with learning difficulties

From analysis of people who do the actual job

Other requirements given for new instruction


al Goals



al Goals


Analyze Learners

and Contexts

Write Performan

ce Objectives

Revise Instruction

Develop Assessmen

t Instrument

s



al Materials

Design and Conduct


Design and Conduct


of Instruction

Determine step-by-step what people are doing when they are performing the instructional goal

Look at subskills that are needed for mastery of goal

Final step in instructional analysis process is to determine entry skills needed to be successful in new instruction

Knowledge, skills, and attitudes


Analyze Learners and Contexts


al Goals


Analyze Learners

and Contexts

Write Performan

ce Objectives

Revise Instruction

Develop Assessmen

t Instrument

s



al Materials

Design and Conduct


Design and Conduct


of Instruction

While analyzing the Instructional goal, perform parallel analysis of the learner:

Context in which they will learn the skills Context in which learners will use the skills

Determine learners’ current skills, preferences, and attitudes

…along with…

Characteristics of the instructional setting and the setting in which the

skills will eventually be used

This information is crucial and influences number of steps to follow in the model (especially instructional strategy)

Analyze Learners

and Contexts



al Goals


Analyze Learners

and Contexts

Write Performan

ce Objectives

Revise Instruction

Develop Assessmen

t Instrument

s



al Materials

Design and Conduct


Design and Conduct


of Instruction

Write specific statements of what learners will be able to do when they complete the instruction

Based on the instructional analysis and entry skills

Statements identify:

Skills to be learnedConditions under which skills will be determinedCriteria for successful performance

Write Performan

ce Objectives



al Goals


Analyze Learners

and Contexts

Write Performan

ce Objectives

Revise Instruction

Develop Assessmen

t Instrument

s



al Materials

Design and Conduct


Design and Conduct


of Instruction

Develop assessments that are parallel to and measure learners’ ability to perform what you described in objectives

Emphasize the relationship between the kind of skills described in the objectives to the assessment requirements

Possible assessments for judging learners’ achievement of critical skills across time include:

Objective tests

Live performances

Measures of attitude formation

Portfolios that are collections of objective and alternative assessments

Develop Assessmen

t Instrument

s



al Goals


Analyze Learners

and Contexts

Write Performan

ce Objectives

Revise Instruction

Develop Assessmen

t Instrument

s



al Materials

Design and Conduct


Design and Conduct


of Instruction

Identify the strategy to use in your instruction to achieve your goal

Based on info from five preceding steps

Strategy should emphasize elements to foster student learning including pre-instructional activities like:

Stimulating motivation Focusing attention Presentation of new content with examples and demos Active learner participation and assessment Follow-through activities that relate newly learned skills to real-world applications

Base strategy on current theories of learning and:

Results of learning research Characteristics of media used to engage learners Content to be taught Characteristics of learners who will participate in instruction

Use these features to select or develop materials and plan instructional activities


Develop and Select Instructional Materials


al Goals


Analyze Learners

and Contexts

Write Performan

ce Objectives

Revise Instruction

Develop Assessmen

t Instrument

s



al Materials

Design and Conduct


Design and Conduct


of Instruction

Use the instructional strategy to produce the instruction in this step. This includes:

Guidance for learners’

Instructional materials (i.e., guides, reading lists, powerpoint, case studies, videos, podcasts, computer-

based multimedia formats, web pages for distance learning)

Assessments

Original materials might be developed depending on types of:

Learning outcomes

Availability of existing relevant material

Developmental resources available to you


al Materials



al Goals


Analyze Learners

and Contexts

Write Performan

ce Objectives

Revise Instruction

Develop Assessmen

t Instrument

s



al Materials

Design and Conduct


Design and Conduct


of Instruction

After completing draft of instruction, conduct series of evaluations to collect data in order to:

Identify problems with the instruction Find opportunities to make instruction better

Formative Evaluation: helps create and improve instructional system

Three types of formative evaluation:

One-to-one evaluation Small group evaluation Field trial evaluation

Each evaluation provides ID with useful info to improve instruction


Revise Instruction


al Goals


Analyze Learners

and Contexts

Write Performan

ce Objectives

Revise Instruction

Develop Assessmen

t Instrument

s



al Materials

Design and Conduct


Design and Conduct


of Instruction

Final step (and first in repeat cycle) in design and development process is to revise the instruction

Summarize and interpret data from formative evaluation to:

Identify difficulties experienced by learners achieving the objectives

Relate these difficulties to specific deficiencies in the instruction

Re-examine the validity of instructional analysis and assumptions about the entry skills and characteristics of learners

Data collected may indicate that it is necessary to re-examine statements of performance objectives and test items

Review instructional strategy and incorporate all of considerations into a revision of instruction to make it more effective

“Revision is not a discrete event that occurs at the end of the ID process, but an ongoing process of using information to reassess assumptions and decisions” (Dick, Carey & Carey, 2009, p. 8)

Revise Instruction

Design and Conduct Summative Evaluation


al Goals


Analyze Learners

and Contexts

Write Performan

ce Objectives

Revise Instruction

Develop Assessmen

t Instrument

s



al Materials

Design and Conduct


Design and Conduct


of Instruction

Summative evaluation helps determine the value of the instruction

Takes place after the instruction has been formatively evaluated and revised to designers’ standard

Summative evaluation generally not conducted by instructional designer, but independent evaluator

Increased interest in summative evaluation due to interest in effectiveness of web-based instruction across organizations, states and countries

(e.g., is instruction designed in Nebraska effective for students in Caribbean or China?)

Design and Conduct


Summary RemarksSteps of Dick, Carey & Cary model work together to design

systems orientation to instruction

Components of model work together to elicit instruction that meets the expressed goals

System is evaluated and data is produced

Final system can be revised and improved to the desired effectiveness and quality level

Application of Model Gustafson & Branch (2002) state that the Dick and Carey model

“…reflects the fundamental design process used in many business,

industry, government, and military training settings, as well as the

influence of performance technology and the application of computers

to instruction” (p. 62).

Identify Instructiona

l Goals

Conduct Instructiona

l Analysis

Analyze Learners

and Contexts


Revise Instruction


Develop Instructiona

l Strategy

Develop and Select

Instructional Materials

Design and Conduct


Design and Conduct


of Instruction

ReferencesDick, W., Carey, L. & Carey, J.O. (2009). The Systematic Design of Instruction.

Upper Saddle River, New Jersey: Pearson Press

Gustafson, K.L., Branch, R.M. (2002). Survey of instructional development models. Retrieved April 26, 2010 from http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2b/6e/12.pdf

Hays, R.T. (2006). The Science of Learning: A Systems Theory Approach. Boca Raton, Florida: BrownWalker Press

The Herridge Group (2004). The Use of Traditional Instructional Systems Design Models for eLearning. Retrieved March 19, 2010 from http://www.herridgegroup.com/pdfs/The%20use%20of%20Traditional%20 ISD%20for%20eLearning.pdf

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