Model of instructional systems design: Dick & Carey model

1. Model of instructional systems design:Dick & Carey model Dr. Wenrong Tsay Graduate Institute of Professional Development for Educators, NCHU 2007/9/27 Sourse：Dick, W. & Carey, L. (1996). The systematic design of instruction. (4th ed.). N.Y.: HarperCollins College Publisher.

2. Paradigms of instructional design • AV education： Dale cone of experience • Instructional design • Instructional technology • Educational technology • Soft tech • Hard tech • Performance technology

3. Revise instruction Conduct instructional analysis Assess needs to identify goal(s) Design & conduct formative evaluation of instruction Write performance objectives Develop assess instruments Develop instructional strategy Develop and select instructional materials Analyze learners and contexts Design & conduct summative evaluation of instruction Dick & Carey ISD model (1996)

4. Select/ Review text 選擇/查閱教科書 Set goals 設定目標 Write objective 寫行為目標 Develop tests 發展測驗 Develop instructional activities 發展教學活動 Choose instructional media 選擇教學媒體 Implement instruction 實施教學 Analyze student characteristics 分析學生特徵 Revise instruction 修正教學 發展有效教學的模式Dick & Reiser (1989)

5. Chapter 1: Introducing ISD • Every component is crucial to successful learning. • Teacher, students, materials, learning environment • Interact effectively among components achieve goal. • System: a set of interrelated parts, all of which work together toward a defined goal. • The parts of the system depend on each other for input and output, and the entire system uses feedback to determine if its desired goal has been reach. • The instructional process can be viewed as a system. Purpose  bring about learning.

6. Chapter 1: Introducing ISD • System view: instructional preparation (design+development), implementation, evaluation, & revision as one integrated process. • Input Process Output: each being interconnected. • Instructional system design (ISD) major phases: Analysisdesigndevelopmentimplementationevaluation

7. ISD - 1: Determine instructional goal • Derive from • A list of goals • Needs assessment with regard to a given curriculum • Practical experience with learning difficulties of kids • Analysis of expert’s performance • New instructional requirements

8. ISD - 2: analyze the instructional goal • Determine entry behaviors: skills/knowledge • Relationship diagram of all skills

9. ISD -3: analyze learner and context • Learner analysis • Present skills • Preferences vs strength • Attitudes • Context analysis • In which they learn skills • In which they use skills

10. ISD -4: write performance objectives • Based upon: • Instructional analysis • Statement of entry behaviors • Format: Student Will Be Able To • 4 components: • Audience • Behavior • Condition • Degree/criteria

11. ISD -5: develop assessment instruments • Major emphasis  relating the kind of behavior described in the objectives to what the items require.

12. ISD -6: develop instructional strategy • 5 sections of instructional strategy: • Pre-instructional activities • Presentation of information • Practice and feedback • Testing • Follow-through activities • Derive from • Current outcome of learning research • Current knowledge of the learning process • Content to be taught • Learner characteristics

13. ISD -7: develop and select instruction • A learner’s manual • Instructional materials • Tests • Instructor’s guide When developing original material, you need to consider: • Type of learning • Availability of relevant materials • Developmental resources available to you.

14. ISD -8: Design and conduct formative evaluation of instruction • One-to-one evaluation • Small-group evaluation • Field evaluation • Each type of evaluation provides the designer with a different type of information that can be used to improve instruction. • Similar techniques can be applied to the formative evaluation of materials or classroom instruction.

15. ISD -9: revise instruction • Data from formative evaluation are summarized and interpreted to attempt to identify difficulties experienced by learners in achieving the objectives and to relate these difficulties to specific deficiencies in the instruction.

16. ISD -10: conduct summative evaluation • The culminating evaluation of the effectiveness of instruction • Generally not a part of the design process • An evaluation of the absolute and/or relative value of the instruction • Occurs only after the instruction has been formatively evaluated sufficiently revised to meet the standards of the designer. • Involves an independent evaluator, not original designer  not being considered an integral part of the instructional design process per se.

17. Why it is called system approach？ • It is made up of interacting components, each having its own input and output, which together produce predetermined products. • A system also collects information about its effectiveness so that the final product can be modified until it reaches the desired quality level. • When instructional materials are being developed, data are collected and the materials are revised in light of these data to make them as effective and efficient as possible.

18. Why use the systems approach? • Few formal research address its effectiveness of the model. Primary support comes from various designers who use this model and document their effectiveness with learners. • The focus on what the learner is to know or be able to do when the instruction is concluded. • Careful linkage between each component. esp. instructional strategy and learning outcomes. • It is an empirical and replicable process.

19. For which instructional delivery system is the systems approach appropriate? • Most research suggests that it is the analysis process, not the delivery mode, that determines the success of the instruction.

20. Does the use of the systems approach imply that all instruction will be individualized? • A self-instructional printed module gradually use computers as mechanism for delivery • It is good for individual and group-based instruction.