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.

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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