Dick & Carey Instructional Design Model


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Dick & Carey Instructional Design Model

  1. 1. Dick & Carey Systems Approach Model for Designing Instruction Design Group 6: Amanda Duvall, Katie Turner, Martina Henke, Missy Corbat EDAE A637: Design of E-Learning February 9, 2009
  2. 2. Dick and Carey Model
  3. 3. What is it? • Based on a behaviorist perspective and inter- related systems approach to learning • The goal is to improve instruction by improving the instructor • Can be thought of as 10 components that are part of 6 main phases.
  4. 4. Six Main Phases... •Design •Analysis •Development •Formative Assessment •Revision •Summative Evaluation
  5. 5. The first 2 phases: Design & Analysis Amanda Duvall
  6. 6. Assess Needs to Identify Goal(s)
  7. 7. Assess Needs to Identify Goal(s) • Decide what students will be able to do when they leave the course • This goal can be derived from – needs assessment – a list of smaller goals – practical experience with learning – analysis of job performance – new requirements imposed on workers
  8. 8. Learning Real World Math What would the instructional goal be if you wanted your students to help determine the area of the classroom? a) students will measure the room b) students will share a ruler c) student will use real world problem solving to apply measurement and area d) students will teach others about area and measuring
  9. 9. Conduct Instructional Analysis
  10. 10. Conduct Instructional Analysis • Identify what is required for a student to achieve the instructional goals • What step by step skills do students need to achieve instructional goal? • What is the least amount people must be able to do to be able to learn what is in the class?
  11. 11. What are some entry behaviors students will need? Please write your ideas on the next screen...
  12. 12. Analyze Learners and Contexts
  13. 13. Analyze Learners and Contexts • Simultaneously analyze – the instructional goals of the learners – the contexts in which they will learn the skills – where they will use the knowledge • Look for – learners’ current skills – current preferences – current attitudes – determine instructional setting
  14. 14. What might you find? •A: •B: •C: •D:
  15. 15. The next phase: Development Katie Turner
  16. 16. Write Performance Objectives
  17. 17. Write Performance Objectives • Based on the instructional analysis and the entry behaviors of learners • Describe what learners will be able to do • There are 3 components: • Describe the skill or behavior • Describe the conditions that prevail while carrying out task • Describe the criteria used to evaluate performance • Each will have subordinate skills that should be identified
  18. 18. Performance Objectives: Example • Terminal Objective: Given the appropriate tools, students will measure the area of a room to determine the amount of carpet necessary to cover the floor from wall to wall. • Subordinate objectives: (Skill or behavior from instructional analysis) • Accurately measure perimeter of the room • Diagram the floor plan proportionately from measurements • Calculate the area using appropriate geometric formulas
  19. 19. Performance Objectives (cont.) Conditions that prevail while carrying out task • students will use a measuring tape • students will translate measurements to a drawing • students will use equations for determining area based on the shape of the room Criteria used to evaluate performance • linear measurements are accurate to within 2quot; • angles are accurately accounted for in the drawing • calculations have been made using the appropriate formulas • area calculated is within 1 square foot of the actual room size
  20. 20. Develop Assessment Instruments
  21. 21. Develop Assessment Instruments Instruments are based on the objectives and measure students’ ability to perform what is described in the objectives: • emphasis: relating the kind of behavior described to what the assessment requires Example: • Student performance rubric for measuring the area of a room • Given any variety of room dimensions and configurations, students calculate area
  22. 22. Development cont. Missy Corbat
  23. 23. Instructional Strategy
  24. 24. Instructional Strategy • Plan for presenting the instruction to the learner to achieve terminal objective • Based on analysis of what is to be taught (previous 5 steps) • Decide best method for delivering the instruction • Teacher Led, Group Led, Student Paced • Analysis of learner and skills
  25. 25. Instructional Strategy
  26. 26. Preparation of Instructional Materials
  27. 27. Preparation of Instructional Materials • Design and selection of materials appropriate for learning activity. • Teaching guides, transparencies, tests, computer applications, student modules, supplemental video, web pages. • Decision based on the availability of existing materials and the learner.
  28. 28. The Final Phases: Formative Assessment, Revision, Summative Evaluation Martina Henke
  29. 29. Formative Evaluation
  30. 30. Formative Evaluation • Goal is to collect data to identify how to improve instruction • one-to-one evaluation • small-group evaluation • field evaluation • Not assessment of the learner, but of the instruction
  31. 31. Formative Evaluation The methods mentioned can be difficult to apply in day to day instructional settings. They were designed for a broader view. What might be some ways an instructor can gather the formative data s/he needs to evaluate his or her instruction?
  32. 32. Revise Instruction
  33. 33. Revise Instruction • Data from formative evaluation is analyzed to: • identify difficulties learners had in achieving objectives • relate these difficulties to specific deficiencies in instruction • re-examine validity of instructional analysis and assumptions about learner characteristics
  34. 34. Summative Evaluation
  35. 35. Summative Evaluation • Culminating evaluation of the effectiveness of instruction • generally outside the design process • evaluates absolute value or worth of the instruction after it mets the standards of the designer • usually an independent evaluator
  36. 36. Dick and Carey Model
  37. 37. Sources • http://edutechwiki.unige.ch/en/Systematic_Design_of_Instruction • http://www.umich.edu/~ed626/Dick_Carey/dc.html • http://www.gse.pku.edu.cn/jxsj/materials2/Dick%20&%20Carey.htm • Dick, Walter O. ,Carey, Lou, and Carey, Jamoes O. The Systematic Design of Instruction. Boston:Allyn & Bacon, 2004. • uhaweb.hartford.edu/ACOX/edt666_assignments/assignments/ISD_Model_project_Dick_Carey_final.doc
  38. 38. Image Sources • http://www.edutopia.org/images/graphics/001359_20.jpg • www.buczek.us/Services/StrategicPlanning.lsp • http://www.personalbrandingblog.wordpress.com • http://hdbizblog.com/blog/wp-content/uploads/2008/01/clipboard.gif