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The Dick and Carey Instructional Design Model

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The Dick and Carey Instructional Design Model is based on a reductionist model of breaking instruction down into smaller components. Instruction is specifically targeted on the skills and knowledge to be taught and supplies the appropriate conditions for the learning of these outcomes. Dick and Carey Instructional Design Model is divided into ten sections.

Instructional Goals

* What is the goal of the instruction?
* What will the learners be able to perform after they complete the training program?

Instructional Analysis

* What are the skills that they will be involved to achieve in the desirable goal?

Entry Behaviors and Learner Characteristics

* What are the skills that the learners will bring to the learning task?

Performance Objectives

* How will we translate the needs and goals into specific and detailed objectives?

Criterion-Referenced Test Items

* What are the necessary prerequisites for learning new skills?
* How will we check the results of the apprentice learning during the process of the training and at the same time, provide these results to him/her?

Instructional Strategy

* What are the instructional activities that we will follow in order to achieve the terminal objectives (exhibition of information, practice, feedback, testing)?

Instructional Materials

* What type of instructional materials we will use (printed, media, both)?

Formative Evaluation

* What data should we revise to improve the instructional materials?
* How will we make instructions as effective as possible for a larger number of learners?

Revise Instruction

* How will we revise the instruction after the formative evaluation?
* What were the difficulties for the learners and who will revise them?

Summative Evaluation

* Was the system effective as a whole?
* Did the instruction work?
* Did we achieve the desired results?

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The Dick and Carey Instructional Design Model

  1. 1. The Dick and Carey Instructional Design Model by Christopher Pappas
  2. 2. The Dick and Carey Instructional Design Model is based on a reductionist model of breaking instruction down into smaller components. Instruction is specifically targeted on the skills and knowledge to be taught and supplies the appropriate conditions for the learning of these outcomes. Dick and Carey Instructional Design Model is divided into ten sections.
  3. 4. Instructional Goals <ul><li>What is the goal of the instruction? </li></ul><ul><li>What will the learners be able to perform after they complete the training program? </li></ul>
  4. 5. Instructional Analysis <ul><li>What are the skills that they will be involved, in order to achieve the desirable goal? </li></ul>
  5. 6. Entry Behaviors and Learner Characteristics <ul><li>What are the skills that the learners will bring to the learning task? </li></ul>
  6. 7. Performance Objectives <ul><li>How will we translate the needs and goals into specific and detailed objectives? </li></ul>
  7. 8. Criterion-Referenced Test Items <ul><li>What are the necessary prerequisites for learning new skills? </li></ul><ul><li>How will we check the results of the apprentice learning during the process of the training and at the same time, provide these results to him/her? </li></ul>
  8. 9. Instructional Strategy <ul><li>What are the instructional activities that we will follow in order to achieve the terminal objectives (exhibition of information, practice, feedback, testing)? </li></ul>
  9. 10. Instructional Materials <ul><li>What type of instructional materials we will use (printed, media, both)? </li></ul>
  10. 11. Formative Evaluation <ul><li>What data should we revise to improve the instructional materials? </li></ul><ul><li>How will we make instruction as effective as possible for a larger number of learners </li></ul>
  11. 12. Revise Instruction <ul><li>How will we revise the instruction after the formative evaluation? </li></ul><ul><li>What were the difficulties for the learners, and who will revise them? </li></ul>
  12. 13. Summative Evaluation <ul><li>Was the system effective as a whole? </li></ul><ul><li>Did the instruction wortk? </li></ul><ul><li>Did we achieve the desired results? </li></ul>
  13. 14. References <ul><li>http://www.umich.edu/%7Eed626/Dick_Carey/dc.html </li></ul><ul><li>http://www.nwlink.com/~donclark/history_isd/carey.html </li></ul><ul><li>http://www.elearnspace.org/Articles/InstructionalDesign.htm </li></ul><ul><li>Dick, W. & Cary, L. (1990), The Systematic Design of Instruction, Third Edition, Harper Collins
 </li></ul><ul><li>Briggs, L. J., Gustafson, K. L. & Tellman, M. H., Eds. (1991), Instructional Design: Principles and Applications, Second Edition, Educational Technology Publications, Englewood Cliffs, NJ
 </li></ul><ul><li>Edmonds, G. S., Branch, R. C., & Mukherjee, P. (1994), A Conceptual Framework for Comparing Instructional Design Models, Educational Research and Technology, 42(2), pp. 55-72.
 </li></ul><ul><li>Gagne, R. M., Briggs, L. J. & Wagner, W. W. (1992). Principles of Instructional Design (4th ed.), Holt, Reihhart, and Winston Inc. </li></ul>
  14. 15. Thank you <ul><li>Please visit my blog http://cpappasonline.blogspot.com/ </li></ul><ul><li>Your feedback is valuable! </li></ul>

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