Icare id model ppt


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Icare id model ppt

  1. 1. Idaho State University EDLT6655 Prepared and presented by Lori & Manal ICARE ID Model
  2. 2. The ICARE ID model designers Bob Hoffman and Donn Ritchie developed the ICARE ID model in 1997 at San Diego State University.
  3. 3. The designers’ experiences
  4. 4. Donn Ritchie Education • Ph.D. in Instructional Technology from Utah State University. • M. S. in Park Administration from the University of Wyoming.
  5. 5. Bob Hoffman Education • PhD Education, Claremont Graduate School & San Diego State University • MA Educational Technology, San Diego State University • BA Broadcast Communication, University of Pittsburgh
  6. 6. Comparing models: Kemp to ICARE Differences Kemp ICARE • Human Resources and Development (HRTD) based • Pedagogy based • More involved in the management aspects of the instructional design project • More involved with the individual learner or learning process (not a lot of case management) • Focused on front end analysis Similarities • Focus on how to improve individual performance • Both are based on learning theories, and information technology • Instructional practices ate based on research not intuition
  7. 7. The ICARE model pedagogical framework was derived from the basic principles of instructional design practice by “adopting various systems or steps of instruction to what seems to be particularly useful components of an online course” (Hoffman & Richie, 1998). ICARE ID Model
  8. 8. • Flexible, consists of five modules • Can change the learning experience through the emphasis of one module over another • Easy to focus on a single module at a time rather than an entire course (Rees, 2011) Characteristics of the ICARE Model for ID
  9. 9. The major elements of the ICARE ID model What’s in an acronym?
  10. 10. Connect Introduction Application Reflect Extend A R E I C
  11. 11. Connect Introduction Application Reflect Extend
  12. 12. Introduction The first phase puts modules in context and typically includes learning outcomes for the module. This phase gives students an opportunity to orient to the module.
  13. 13. This phase consists of the introduction to the unit of instruction and includes • Context • Objectives • Prerequisites • Required study time • Equipment required • Essential reading materials
  14. 14. Connect This phase introduces necessary facts, concepts, principles, and/or processes to students
  15. 15. Tactics to consider for the connect phase • Dividing information into manageable chunks using information design principles • Connecting information to real-world tasks and prior knowledge • Provides students with scaffolds allowing them to discover for themselves • May be referred to as content
  16. 16. Application This phase provides challenges and activities that allow students to apply previous knowledge gained in the Connect phase
  17. 17. Apply all planned activities Tactics used in the application phase • Provide challenges and activities • Apply knowledge to connect to the real world Examples: • Action Planning • Apply the material during simulation • Games • Providing feedback on the learner’s progress • Performance assessment
  18. 18. Reflect This phase asks students to take some time to reflect about what they’ve learned as they’ve moved from the Connect and Apply modules
  19. 19. Tactics used in the reflection phase • Provide time and opportunities for students to reflect on their acquired knowledge • Provide activities to articulate their experience Examples • Discussion questions • Journal activities • Self evaluations • Blogs
  20. 20. Extend As the name suggests, the extend phase offers opportunities to individualize learning experiences
  21. 21. Tactics used in the extend phase with additional, optional learning materials and activities, which can be remedial, supplemental, or advanced, depending on learner performance. • Opportunities to individualize learning experiences • Additional optional learning materials and activities • Used for enrichment not assessment
  22. 22. ICARE Summary ICARE: Introduction, Connect, Apply, Reflect, and Extend, is a pedagogical based ID model that provides students with answers to why learning content is needed and how content extends to “real world” scenarios. ICARE builds strong connections to 21st century learning skill sets. iCARE consists of a simple and flexible design approach.
  23. 23. For more information about the ICARE model: • http://elearningcurve.edublogs.org/category/addie/ • http://elearningcurve.edublogs.org/2009/06/11/discovering-instructional- design-12-the-icare-model/ • http://instructionaltechnologist101.wordpress.com/2013/02/16/exploring -advanced-instructional-design-icare-blooms-and-backwards-design- models/ • http://instructionaldesignfusions.wordpress.com/2011/08/13/the-icare- model-and-course-design/
  24. 24. References • Anagnostopoulo K. (2002). Designing to Learn and Learning to Design: An overview of Instructional Design Models. LTSN Generic Centre. Retrieved September, 2012 Retrieved from http://www.jiscinfonet.ac.uk/InfoKits/effective- use-of-VLEs/resources/ltsn-instructional-design-models/view. • Hoffman, B., & Ritchie, D. C. (1998). Teaching and learning online: Tools, templates, and training. Technology and Teacher Educational Annual, 1998. [CD ROM]. Charlottesville, VA: Association for the Advancement of Computing in Education. • Rees, D. (2011, August 13). The ICARE model and course design | Instructional Design Fusions. Instructional Design Fusions. Retrieved September 30, 2012, from http://instructionaldesignfusions.wordpress.com/2011/08/13/the-icare-model- and-course-design • Morrison, et al (2013). Designing Effective Instruction. Hoboken, NJ: John Wiley & Sons Inc.