Dick and Carey's Model of Instructional Design

 Like ADDIE's Model, Dick and Carey’s model of instructional design is also one of the instructional design models that focus on developing effective instructional materials for teaching and training. It is also called as the Systems approach model. The Dick and Carey Model was first presented by Walter Dick and Lou Carey in their 1978 book ‘The Systematic Design of Instruction’.  This model considers instructional design as an overall view of education rather than as individual elements.

The Dick and Carey Model follows nine steps process organized into three phases: analysis, design, and development for planning and designing effective instructional materials for teaching and trainings.

                                                                          Photo Credit- SketchBubble

Phase 1: Analysis

Stage 1- Identify instructional goals

The initial stage of this stage is to find out the instructional goals. Before developing any goals or objectives, we must do the need analysis of the learners and consult with a subject matter expert. This stage involves identifying instructional goals based on the needs of the learners and the learning context. These objectives serve as the foundation for the next phase of the design process, providing direction and focuses for the creation of instructional materials.

Stage 2- Conduct instructional analysis-

In the second stage, the instructional analysis is conducted by the instructional designer. An instructional analysis is a series of processes that assists in determining which skills and information should be included in instruction. Instructional analysis is applied in identifying learner characteristics such as age, gender, educational background, and learning preferences. The learning context, including available resources, technology, and instructional environment, is also analyzed. Finally, the subject matter to be taught is examined for its difficulty, scope, and significance.

Stage 3- Analyze learners and contexts

In this stage, the learners and contexts is analyzed after conducting the instructional analysis. It is critical to consider the target population when identifying the learners and the context in which the learning will take place. The target population is the group of students you are attempting to reach through instruction. While analyzing the learners and contexts, things like skills, prior knowledge of topic and context, learning preferences, academic motivation, education and ability levels should be considered.

Phase 2: Design

Stage 4- Write performance objectives

In this stage, the performance objectives are written what the learners will be able to do by the end of the unit of instruction. Performance objectives are developed using the results of the instructional analysis and the learner's entry skills analysis. A performance objective should be written into three parts: (a) conditions, (b) behavior, and (c) criteria.

Stage 5- Develop assessment instruments

In this stage, the assessment instruments are developed. The major concern of this stage is to find out what assessment tools is carried out to assess the learner’s performance? Assessment tools are created for evaluating learners' achievement of performance objectives such as quizzes, examinations, projects, or exercises.

Stage 6- Develop instructional strategy

The sixth stage involves the development of instructional strategies based on performance objectives and assessment instruments. These strategies explain the teaching methods, instructional materials, and activities that will be used to meet the performance objectives. There are many things to consider while developing instructional strategies for a unit of instruction, including the purpose, learner motivation and characteristics, learning objectives, assessment requirements, and performance context.

Phase 3: Development

Stage 7- Develop and select instructional materials

In this stage, the instructional materials are selected and developed based on the learners’ need. Instructional materials can include student workbooks, activity guides, problem scenarios, resource lists, and textbooks.  The instructional materials are selected and developed considering the performance objectives (stage 4) and assessment instruments (stage 5).

 

Stage 8- Design and Conduct Formative Evaluation

Formative evaluation is an on-going process that helps to improve the design and implementation of the program. Formative evaluation means assessing how well your learning effort was developed. This can be achieved through quizzes, discussions, observations, self- assessments and classroom participation. Formative evaluation should take place within the instruction and should take place while the instruction is taking place.

Stage 9- Design and Conduct Summative Evaluation

Summative evaluation examines every unit of instruction as well as various performance objectives. It is critical that the objectives fit the summative evaluation while constructing the summative evaluation. Summative evaluations are not the same as formative evaluations. The main difference is the reason for performing an evaluation. Formative evaluations identify areas for improvement during training, whereas summative evaluations indicate strengths and areas for achievement after instruction.

 

 

References                                   

 

1.      Image credit-https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.sketchbubble.com%2Fen%2Fpresentation-dick-and-carey-model.html&psig=AOvVaw1gWSsYPlp0UnHIl1daXrYU&ust=1682856736511000&source=images&cd=vfe&ved=0CAQQjB1qFwoTCPC33oKIz_4CFQAAAAAdAAAAABAJ

2.      https://psu.pb.unizin.org/idhandbook/chapter/dick-carey/

3.      Kurt, S. (2016). Dick and Carey Instructional Model. https://educationaltechnology.net/dick-and-carey-instructional-model/

4.      Chaparro, R., Reaves, M., Jagger, C. B., Bunch, J. C. (2018). Instructional Design Using the Dick and Carey Systems Approach. IFAS Extension University of Florida. doi.org/10.32473/edis-wc294-2018

ADDIE Model of instructional design

 

               ADDIE Model of instructional design

        Among the many models of instructional design, ADDIE model is also one of them. ADDIE stands for Analysis, Design, Development, Implementation and Evaluation. It is used as a framework for designing and development of various interactive and effective educational and training materials. This model provides learning designers with an essential structure for designing curricula in any learning environment. The ADDIE model has become one of the most widely used instructional design frameworks in the world.

A short history of ADDIE Model

        Since the 1970s, the ADDIE model has been used in instructional design. It was originally developed for the United States Army by Florida State University's Centre for Educational Technology; ADDIE was later adopted by all branches of the United States Armed Forces. Later, this model was finally extended for use in other fields, such as business training and education.

The five phases of ADDIE Model are-

ANALYSIS- At this stage, instructional designers collect data and make decisions that will make the training development process run more smoothly. During this phase, instructional designers analyze training needs and construct learning objectives to address those needs. In addition, the proper delivery methods are chosen, as are the resources and boundaries. Communications with persons who may be engaged in the design or implementation begin at this level.

DESIGN- The instructional designer creates the instruction's blueprint at this stage. The instructional content and information are organized into logical sections. Rough drafts of screenplays or training plans are produced. For e-learning modules, storyboards are prepared. Communication with the design team continues. Stakeholders document, review, and sign off on strategies.

DEVELOPMENT- Several important activities happen at this stage. Digital and print delivery are created, assembled, and organized by the developers. Training videos are made, edited, and recorded. E-learning and other technical aspects of training are being tried and improved. The project documents are evaluated, and the designers are given feedback. Some or all of the trainings may be tested with a small group of people, including members of the learning design team. The design/project moves to the next level after the stakeholders approve the design strategy. 

IMPLEMENTATION- In this stage, the actual training is delivered. During this stage, videos, E-learning and other materials are accessed by the participants and delivered to them. Much of the real work is done in this stage as instructional designers and students work together to train on new tools that the design can be continuously evaluated for further improvement.

EVALUATION- This stage combines with all of the others in the training process. This stage consists of two parts: i.) Formative evaluation and ii.) Summative evaluation. The formative evaluation outlines the examination performed during the other four stages of the training process. It allows those involved in training or curriculum development to identify potential training barriers before they occur, respond to training challenges, avoid repeating mistakes, and make course corrections, whereas summative evaluation focuses on examining the training's outcome during the implementation stage.  

 

 

References

1.      https://educationaltechnology.net/the-addie-model-instructional-design/

2.      https://www.youtube.com/watch?v=JxShaB4R0d8

 

 

 

 

PRINCIPLES FOR PERSONALIZED INSTRUCTION by W.R.Watson and S.L.Watson

 

     Unit 4

PRINCIPLES FOR PERSONALIZED INSTRUCTION by W.R.Watson and S.L.Watson

Definition

The information-age instructional model is customized rather than standardized, learning-centered rather than content-delivery oriented, student-directed (or jointly directed) rather than teacher-directed, and involves active learning rather than passive learning.

Bray and McClaskey (2015) defined personalization by comparing it with diversification and personalization in a graphic that highlights the learner-centered and learner-driven nature of personalization. They define it as learners:

• know how they learn best, are co-designers of the curriculum and the learning environment

• have flexible learning anytime and anywhere

• have a voice in and choice about their learning

• have quality teachers who are partners in learning

• use a competency-based model to demonstrate mastery

• self-direct their learning

• design their learning path for college and career. (p. 34)

The United States’ Department of Education (2010) defined personalization in its 2010 National Education Technology Plan report: “Personalization refers to instruction that is paced to learning needs, tailored to learning preferences, and tailored to the specific interests of different learners.

Transformation of education requires personalization of instruction.

Theoretical Foundations

The personalization of instruction is founded on established and widely accepted learning theory and psychological frameworks, including constructivism, goal-orientation theory, self-regulated learning, self-determination theory, and flow theory.

1.              Constructivism- It is majorly based on two theories-

                               I.            Piaget’s cognitive and developmental views on Cognition’s focus

                            II.            Vygotsky’s emphasis on interaction and culture

     2. Goal-orientation theory- It argues that learners should have their own goals for learning.

    3. Self-regulated theory- It describes the processes wherein the students actively participate in their own learning through meta-cognition, behavior and motivation.

   4. Self-determination theory- It argues that the nature of a goal imparts the likelihood that the goal will be attained.

   5. Flow theory- It is an motivational theory that describes the attributes of activities that are helpful to motivation and deep engagement.

Guiding Models for Universal Principles

1)          Personalized system of instruction (PSI)

It included the following five elements: 1) personalized pacing allowing students to progress through a course at their own pace; 2) a focus on mastery learning where students progress only after they have mastered content that has been divided into smaller packages; 3) the use of peer proctors for frequent formative assessing, proving immediate feedback, tutoring, and offering social support; 4) limited lectures utilized primarily for motivation; and 5) the use of text for course communications

2)           Montessori method

One of the most visible models to incorporate significant elements of personalized instruction is the Montessori Method (Montessori, 1964). The Montessori Method has the teacher act as a guide rather than director, encourages curiosity and intrinsic motivation in students, has students of mixed age who work individually or collaboratively in groups, and gives students choice over what they will work on

A personalized approach to instruction shares and can combine a wide range of instructional designs, theories, and techniques, such as problem-based learning, project-based learning, computer-based training, adaptive instruction, and competency-based education. Furthermore, as stated at the outset of this chapter, personalization is not exactly defined and is used broadly in the absence of a widely accepted common definition. Yet, it keeps to the essential ideals and ideas outlined in this chapter. Similarly, the goal of individualized instruction has been offered for more than a half-century and continues to be a dynamic and commonly proposed vision, with current government reform investment promoting customized techniques. Further study is needed to refine and support the principles and methodologies proposed by her.

Reference

Watson, W.R., & Watson, S.L. Principles for personalized instruction.

 

                                    Group 2

Group Members-Prem Subedi, Prakash Chaudhary & Kusum Lama