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QIM 501- INSTRUCTIONAL DESIGN AND DELIVERY

Dick & Carey Dick & Carey Instructional Design Instructional Design

ModuleModule

Prepared by :-

Omar Abdullah M. Al-Maktari

PQM0025/08

Lecturer :-

Dr. Balakrishnan Muniandy

Where did they get their PhD?Walter Dick•PhD from Penn State University in Educational Psychology •Studied with Robert Gagne'

Lou Carey•PhD from Florida State University •Studied with Robert Gagne' and Walter Dick

Where have they taught / worked?Walter Dick•Emeritus Professor from Florida State University •Is currently an Adjunct Assistant Professor at Penn State University

Lou Carey•University of South Florida, Professor and Interim Dean •Arizona State University

What things are they best known for?Walter Dick•The Dick and Carey Model for Instructional Design

Lou Carey•The Dick and Carey Model for Instructional Design •She is also interested in

Criterion referenced Measurement The role that rehearsal and practice tests influence performance

in online learning - Such as test formatting implications - Open vs. closed book tests

Assess needs toIdentify goals

ConductInstructional

analysis

WritePerformanceObjectives

Design and Conduct

Formative Evaluation of

instruction

Design andConduct

Summativeevaluation

DevelopAssessmentinstruments

Develop and Select

Instructionalmaterials

Develop Instructional

strategy

Analyze learnersAnd contexts

ReviseInstruction

Dick and Carey Model

Assess Needs to Identify Goal(s)

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

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

Conduct Instructional Analysis

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?

Analyze Learners and Contexts

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

Write Performance Objectives

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.

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

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 2“• 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

Develop Assessment Instruments

Develop Assessment Instruments

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

Instruments are based on the objectives and measure students’ ability to perform what is described in the objectives:

Instructional Strategy

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

Instructional Strategy

Select of Instructional Materials

Select 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.

Formative Evaluation

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

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?

Revise Instruction

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

Summative Evaluation

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.

Reference•http://www.opencontent.org/wiki/index.php?title=Dick_%26_Carey

•http://www.gse.pku.edu.cn/jxsj/materials2/Dick%20&%20Carey.htm

•http://free-books-online.net/index.php?keyword=the+systematic+design+of+instruction&filetype=pdf&page=results

•http://aritzhaupt.com/resource/perf_objs_id/background/index.html

•http://www.sasked.gov.sk.ca/docs/life/ltap2in.html

•Dick,Walter O. ,Carey, Lou, and Carey, Jamoes O. The Systematic Design of Instruction. Boston:Allyn & Bacon, 2004.