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The systematic design of instruction dick and carey
This document outlines the key principles and steps of instructional design according to Dick and Carey's systematic design model. It discusses establishing instructional goals, analyzing the learning context, writing objectives and criterion-referenced tests, developing instructional strategies and materials, and conducting formative evaluations to revise instruction. The goal is to design effective instruction by thoroughly analyzing learning needs and contexts, developing appropriate objectives and assessments, selecting optimal instructional approaches, and refining the design through evaluation and revision.
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The systematic design of instruction dick and carey
- 1. The Systematic Designof Instruction- Dick and Carey The Staff Trainer’s Blog Cathy Cousear
- 3. Criteria for establishing InstructionalGoals • Will the development of this instruction solve the problem that led to it? • Are these goals acceptable to those who must approve this instructional development effort? • Are there sufficient people and time to complete the goal?
- 4. Analysis of LearningContext • Compatibility of site with instructional requirements. • Adaptability of site to simulate workplace. • Adaptability for delivery approaches. • Learning site constraints affecting design and delivery.
- 6. Steps in WritingEvaluations • Edit goal to reflect eventual performance context • Write terminal objectives to reflect context of learning environment • Write objective for each step in goal analysis for which there are no sub- steps shown. • Write objectives for all subordinate skills • Write objectives for entry behaviors if some students are likely not to possess them.
- 7. Four Types ofCriterion-Referenced Tests and Their Uses • Entry Behavior Test • Pretest • Practice Tests • Posttest
- 8. Test Type(Entry Behavior) Designer’sDesign • Are target learners ready to enter instruction? • Do learners possess the required prerequisite skills? Objectives Typically Tested • Prerequisite skills or those skills below the dotted line in the instructional analysis
- 9. Test Type (Pretests) Designer’sDecision • Have learners previously mastered the enabling skills. • Which particular skills have they previously mastered? • How can I most efficiently develop this instruction? Objectives Typically Tested • Terminal Objectives • Main steps from the goal analysis
- 10. Type Tests (Practicetests) Designer’s Decision • Are students requiring the intended knowledge and skills? • What errors and misconceptions are they forming? • Is instruction clustered appropriately? • Is the pace of instruction appropriate for the learner? Objectives Typically Tested • Knowledge and skills for a subset of objectives within the goal. • Scope typically at the lesson rather the unit level.
- 11. Test Type (Posttests) Designer’sDecision • Have learners achieved the terminal objectives? • Is the instruction more or less effective for each main step and for each subordinate skill? • Where should instruction be revised? Objectives Typically Tested • The terminal objective • Main steps and their subordinate skills
- 12. Four Categories ofTest Item Qualities • Goal Centered • Learner- Centered • Context-Centered • Assessment-Centered
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- 20. Evaluating tests andTest Items
- 21. Developing Instruments toMeasure Performance, Products, and Attitudes • Identify the elements to be evaluated • Paraphrase each element • Sequence the elements on the instrument. • Select the type of judgment to be made by the evaluator • Determine how the instrument will be scored
- 22. Developing the ResponseFormat • Checklist • Rating Scale • Frequency Count • Scoring Procedure
- 23. Learning Components of InstructionalDesign 1. Gaining attention 2. Informing learner of the objectives 3. Stimulating recall of prerequisite learning 4. Presenting the stimulus material. 5. Providing learner guidance 6. Eliciting the performance 7. Providing feedback about performance correctness 8. Assessing the performance 9. Enhancing retention and transfer
- 24. Five Major Learning Components 1.Pre-instructional activities 2. Content Presentation 3. Learner Participation 4. Assessment 5. Follow-through activities
- 25. Summary of LearningComponents A. Pre-instructional Activities B. Content presentation C. Learner Participation D. Assessment E. Follow-through activities
- 26. Best Sequence forDeveloping Instructional Strategy
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- 28. Factors that causecompromise in media selection • Availability of Existing Instructional Material • Production and Implementation Constraints • Amount of Instructor Facilitation
- 29. Components of anInstructional Package • Instructional Materials • Assessments • Course Management Information
- 30. Selecting Existing Instructional Materials •Goal centered criterial for evaluating materials • Learner-centered criterial for evaluating materials • Learning centered criterial for evaluating materials • Context-Centered Criteria for Evaluating Materials
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- 33. Learning Centered Criteriafor Evaluating Materials
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- 35. Steps in theDevelopment of Instruction
- 36. Design and ConductFormative Evaluation of instruction
- 37. Types of Datato Collect
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- 39. Formative Evaluation inthe Performance Context
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