Dick careyisd model_gi

The Dick and Carey Systems Approach Model
For Designing Instruction

Conduct
Revise
Instructional
Instruction
Analysis

Design and
Identify Write Develop Develop Develop and Conduct
Instructional Performance Assessment Instructional Select Formative
Goals Objectives Instruments Strategy Instructional Evaluation of
Materials Instruction

Analyze Design and
(Adapted from Dick, Carey & Carey, 2009)
Learners and Conduct
Contexts Summative
Evaluation

G.I.
A2_6507

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 - Categories
Orientation Output Goal
Category

Classroom One or a few hours of Improve piece of
instruction content

Product Instructional Make production
Package more efficient

Systems Course or Create complete
Curriculum 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
Conduct
Revise
Instructional
Instruction
Analysis

Design and

Analyze Design and
Contexts Summative
Evaluation

 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)

Components of Dick and Carey Model
(Dick, Carey & Carey, 2009)

 Identify Instructional Goals  Develop Instructional Strategy

 Conduct Instructional Analysis  Develop and Select Instructional
Materials
 Analyze Learners and Contexts
 Design and Conduct Formative
 Write Performance Objectives
Evaluation of Instruction

 Revise Instruction
 Develop Assessment
Instruments
 Design and Conduct Summative
Evaluation

Identify Instructional Goals
Conduct
Revise
Instructional
Instruction
Analysis

Design and

Analyze Design and
Contexts Summative
Evaluation

Identify
Instructional
Goals

 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

Conduct Instructional Analysis
Conduct
Revise
Instructional
Instruction
Analysis

Design and

Analyze Design and
Contexts Summative
Evaluation

Conduct
Instructional
Analysis

 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
Conduct
Revise
Instructional
Instruction
Analysis

Design and

Analyze Design and
Contexts Summative
Evaluation

Analyze
Learners and
Contexts

 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)

Write Performance Objectives
Conduct
Revise
Instructional
Instruction
Analysis

Design and

Analyze Design and
Contexts Summative
Evaluation

Write
Performance
Objectives

 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 learned
 Conditions under which skills will be determined
 Criteria for successful performance

Develop Assessment Instruments

Conduct
Revise
Instructional
Instruction
Analysis

Design and

Analyze Design and
Contexts Summative
Evaluation

Develop
Assessment
Instruments

 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 Instructional Strategy
Conduct
Revise
Instructional
Instruction
Analysis

Design and

Analyze Design and
Contexts Summative
Evaluation

Develop
Instructional
Strategy

 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
Conduct
Revise
Instructional
Instruction
Analysis

Design and

Analyze Design and
Contexts Summative
Evaluation

Develop and
Select
Instructional
Materials

 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

Design and Conduct Formative
Evaluation of Instruction
Conduct
Revise
Instructional
Instruction
Analysis

Design and

Analyze Design and
Contexts Summative
Evaluation

Design and
Conduct
Formative
Evaluation 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

Conduct
Revise
Instructional
Instruction
Analysis

Design and

Analyze Design and
Contexts Summative
Evaluation

Revise
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)

Design and Conduct Summative
Evaluation
Conduct
Revise
Instructional
Instruction
Analysis

Design and

Analyze Design and
Contexts Summative
Evaluation

Design and
Conduct
Summative
Evaluation

 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?)

Summary Remarks
 Steps 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).

Conduct
Revise
Instructional
Instruction
Analysis

Design and

Analyze Design and
Contexts Summative
Evaluation

References
Dick, 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

Dick careyisd model_gi

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