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    Dicky Carey

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    1. The Dick and Carey model describes an iterative instructional design process that begins with identifying instructional goals and ends with summative evaluation. 2. It involves 10 main stages: analyzing instructional goals, analyzing tasks and learner characteristics, writing performance objectives, developing assessments, designing instructional strategies, developing and selecting instructional materials, conducting formative evaluations, revising instruction, and conducting summative evaluations. 3. The goal is to systematically break down skills and knowledge into smaller components to specifically target instruction and ensure learning of intended outcomes.

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    Dicky Carey

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    Ana Murillo
    196 views5 pages
    1. The Dick and Carey model describes an iterative instructional design process that begins with identifying instructional goals and ends with summative evaluation. 2. It involves 10 main stages: analyzing instructional goals, analyzing tasks and learner characteristics, writing performance objectives, developing assessments, designing instructional strategies, developing and selecting instructional materials, conducting formative evaluations, revising instruction, and conducting summative evaluations. 3. The goal is to systematically break down skills and knowledge into smaller components to specifically target instruction and ensure learning of intended outcomes.

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    1. The Dick and Carey model describes an iterative instructional design process that begins with identifying instructional goals and ends with summative evaluation. 2. It involves 10 main stages: analyzing instructional goals, analyzing tasks and learner characteristics, writing performance objectives, developing assessments, designing instructional strategies, developing and selecting instructional materials, conducting formative evaluations, revising instruction, and conducting summative evaluations. 3. The goal is to systematically break down skills and knowledge into smaller components to specifically target instruction and ensure learning of intended outcomes.

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    Download as DOC, PDF, TXT or read online from Scribd
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    196 views5 pages

    Dicky Carey

    Uploaded by

    Ana Murillo
    1. The Dick and Carey model describes an iterative instructional design process that begins with identifying instructional goals and ends with summative evaluation. 2. It involves 10 main stages: analyzing instructional goals, analyzing tasks and learner characteristics, writing performance objectives, developing assessments, designing instructional strategies, developing and selecting instructional materials, conducting formative evaluations, revising instruction, and conducting summative evaluations. 3. The goal is to systematically break down skills and knowledge into smaller components to specifically target instruction and ensure learning of intended outcomes.

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    Dick and Carey Model

    Presentation by Hee-Sun Lee & Soo-Young Lee

    This model describes all the phases of an iterative process that starts by identifying
    instructional goals and ends with summative evaluation. This model is applicable as
    shown below. (See bold faces)

    Expertise Level Novice Expert


    Orientation Descriptive Prescriptive
    Knowledge
    Procedural Declarative
    Structure
    Small Scale (Unit, Module, Large Scale (Course,
    Purpose & Uses
    Lesson) Intruction)
    Theoretical Basis Learning Theory Analysis Functions
    Context K-12 / Higher Education Business / Government

    Stage 1. Instructional Goals

    * Instructional Goal: Desirable state of affairs by instruction


    * Needs Analysis : Analysis of a discrepancy between an instructional goal
    and the present state of affairs or a personal perception of needs.

    Stage 2. Instructional Analysis

    * Purpose : To determine the skills involved in reaching a goal


    * Task Analysis (procedural analysis) : about the product of which would be a
    list of steps and the skills used at each step in the procedure
    * Information-Processing Analysis : about the mental operations used by a
    person who has learned a complex skills
    * Learning-Task Analysis : about the objectives of instruction that involve
    intellectual skills
    Stage 3. Entry Behaviors and Learner Characteristics

    * Purpose : To determine which of the required enabling skills the learners


    bring to the learning task
    * Intellectual skills
    * Abilities such as verbal comprehension and spatial orientation
    * Traits of personality

    Stage 4. Performance Objectives

    * Purpose : To translate the needs and goals into specific and detailed
    objectives
    * Functions : Determining whether the instruction related to its goals.
    Focusing the lesson planning upon appropriate conditions of learning
    Guiding the development of measures of learner performance
    Assisting learners in their study efforts.

    Stage 5. Criterion-Referenced Test Items

    *To diagnose an individual possessions of the necessary prerequisites for


    learning new skills
    *To check the results of student learning during the process of a lesson
    *To provide document of students progress for parents or administrators
    *Useful in evaluating the instructional system itself (Formative/ Summative
    evaluation)
    *Early determination of performance measures before development of lesson
    plan and instructional materials

    Stage 6. Instructional Strategy

    * Purpose : To outline how instructional activities will relate to the


    accomplishment of the objectives
    *The best lesson design : Demonstrating knowledge about the learners,
    tasks reflected in the objectives, and effectiveness of teaching strategies
    e.g. Choice of delivering system.
    Teacher-led, Group-paced vs. Learner-centered, Learner-paced

    Stage 7. Instructional Meterials

    * Purpose : To select printed or other media intended to convey events of


    instruction.
    * Use of existing materials when it is possible
    * Need for development of new materials, otherwise
    * Role of teacher : It depends on the choice of delivery system

    Stage 8. Formative Evaluation

    * Purpose : To provide data for revising and improving instructional materials


    * To revise the instruction so as to make it as effective as possible for larger
    number of students
    * One on One : One evaluator sitting with one learner to interview
    * Small Group
    * Field Trial

    Stage 9. Summative Evaluation


    Purpose : To study the effectiveness of system as a whole
    * Conducted after the system has passed through its formative stage
    * Small scale/ Large Scale
    * Short period/ Long period

    Summary

    1. Determine instructional goal — what do you want learners to be able to do


    when they have completed the instruction?
    2. Analyze the instructional goal — a step-by-step determination of what people
    are doing when they perform the goal and what entry behaviors are needed
    3. Analyze learners and contexts — context in which the skills will be learned
    and the context in which the skills will be used
    4. Write performance objectives — specific behavior skills to be learned, the
    conditions under which they must be performed and the criteria for
    successful performance
    5. Develop assessment instruments — based on the objectives
    6. Develop instructional strategy — identify strategy to achieve the terminal
    objective; emphasis on presentation of information, practice and feedback,
    testing
    7. Develop and select instruction —using the stated strategy produce
    instructional materials
    8. Design and conduct formative evaluation — testing of instructional materials
    in one-to-one, small groups or Field evaluations so that the materials can be
    evaluated with learners and revised prior to distribution
    9. Revise instruction data from the formative evaluation are summarized and
    interpreted to attempt to identify difficulties experience by learners in
    achieving the objectives and to relate these difficulties to specific
    deficiencies in the materials
    10. Summative evaluation — independent evaluation to judge the worth of the
    instruction

    Historical position: Based on the idea that there is a predictable and reliable link
    between a stimulus (instructional materials) and the response that it produces in a
    learner (learning of the materials). The designer needs to identify the sub-skills the
    student must master that, in aggregate, permit the intended behavior to be learned
    and then select the stimulus and strategy for its presentation that builds each sub-
    skill.

    Brief definition: The Dick and Carey model prescribes a methodology for
    designing instruction 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.

    References

    * Dick, W. & Cary, L. (1990), The Systematic Design of Instruction, Third Edition,
    Harper Collins
    * Briggs, L. J., Gustafson, K. L. & Tellman, M. H., Eds. (1991), Instructional Design:
    Principles and Applications, Second Edition, Educational Technology Publications,
    Englewood Cliffs, NJ
    * 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.
    * Gagne, R. M., Briggs, L. J. & Wagner, W. W. (1992). Principles of Instructional
    Design (4th ed.), Holt, Reihhart, and Winston Inc.
    Kemp Model
    Description of the Kemp Instructional Design Plan:

    The oval shape of the model gives the designer the sense that the design and
    development process is a continuous cycle that requires constant planning, design,
    development and assessment to insure effective instruction. The model is systemic
    and nonlinear and seems to encourage designers to work in all areas as
    appropriate. For ease of explanation, the description of the model will start in the
    inner most sphere at "twelve o'clock" and proceed clockwise.

    Identify instructional problems, and specify goals for designing an instructional


    program.

    Examine learner characteristics that should receive attention during planning.

    Identify subject content, and analyze task components related to stated goals and
    purposes.

    State instructional objectives for the learner.

    Sequence content within each instructional unit for logical learning

    Design instructional strategies so that each learner can master the objectives.

    Plan the instructional message and delivery.

    Develop evaluation instruments to assess objectives.

    Select resources to support instruction and learning activities.

    Revision encircles all nine elements of model. The two outer ovals illustrate the
    feedback geature, which allows the designer to make changes in the content or
    treatment of elements at any time during the development cycle. The idea is to
    improve any weak parts of the program as they are discovered to better insure
    learners will be able to accomplish the instructional objectives at a satisfactory
    level.

    The nine elements form a logical, clockwise sequence as shown in the diagram,
    however, the starting point and order in which the designer addresses the individual
    elements is not predetermined. The use of the oval as a visual organizer
    underscores this purpose. Designers may use the model flexibly to suit their own
    needs. The elements are not connected with lines or arrows, which would indicate a
    linear, sequential order. All programs or projects may not require all nine elements.

    The word element is used as a label to describe each of the nine parts. In keeping
    with the non-linear concept of the model, terms such as step, stage, level, or
    sequential item were deliberately not used.

    References:
    Kemp, J.E., Morrison, G.R., & Ross, S.M. (1996). Designing Effective Instruction, 2nd
    Edition. Upper Saddle River, NJ: Prentice-Hall.

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