Dick and Carey's Model of Instructional Design

 

Course: Instructional Design and Material Development      Assignment: Dick and Carey Systems Approach       Submitted by: Srijana Shrestha                               Submitted to: Dr. Karna Rana Submitted Date: 27th April 2023

 

Instructional Design Using the Dick and Carey Systems Approach by Rigo Chaparro, Margaret Reaves, Carla B. Jagger, and J. C. Bunch

Dick and Carey model of instructional design is known as the system approach model. It provides a cohesive and effective tool in developing an organized unit of instruction. It is based on educationist model of breaking instructions in to smaller components. Instructional design is very much important because it accesses over the resources and technique applied and its objectives, either goals are fulfilled or not? It is the simplest method in instructional design. Unlike traditional model it carries out the objective in 9 stage and 3 phase they are given below:

First phase: Analysis

Stage 1- Identifying Instructional Goals

It is the first stage of Corey's model. Before doing something, first of all target group is taken into consideration.  Goal setting is specific task, while designing the curriculum. Age, sex, caste, demography, possible outcome, techniques and methods, procedures all come under instructional goals identification. Finding the gap between what is now and what is desired provides the aim for designing instructional goals. Those gaps facilitate the forums for development. For example, curriculum development center of Nepal is trying to launch Nepal Bhasa in Kathmandu valley, and then in stage first the target group population should be taken into consideration. Most of all, teaching Nepal Bhasa is to make student intact with Newari culture, do they become familiarized with the Newari language, script and culture? It should be taken into consideration.

Stage 2- Conducting Instructional Analysis

The set-up goal should be linked up with different domains. Which aspect is likely to be affected by the set-up goal? What part and portion are truly affected, which domain gets directly benefitted? Psychomotor (physical), cognitive or attitude domain is to be fixed.

Stage 3- Analyzing Learners and Context

It is the third stage of Corey's model. It analyzes about the concerned parameters of target population while replicating the instructional goals. The population varies and its learning tendency also varies with respect to different society. Academic motivation, group characteristics, preferences, skills, prior knowledge is some of the variables that affect the learning. For example, if Newar community of Kathmandu is primarily inhibited in Kathmandu valley, the Nepal Bhasa learning could be easier to teach and if they have immigrated from somewhere else, then there may be difficulty in language homogeneity and script too.

Second phase: Design

Stage 4- Writing Performance Objectives

Similarly, the fourth stage is writing performance objective. What will be the students able to do by the end of the instruction? What core values do they acquire? On the basis of criteria, behavior and conditions, what students shall be able to perform after being instructed? Is the objective attained? It is written in stage 4.

Stage 5- Developing Assessment Instruments

In 5^th stage of Corey's model, the assessment is evaluated. In which base students are to be accessed? There are multiple options for assessment, asking long question, multiple choice type question, drawing, essay writing, critically analyze or whatever, it carries out the students' best result.

Stage 6- Developing an Instructional Strategy

Instructional strategy means how the students are instructed by using which teaching technique. Group discussion, peer coach, reading, writing, lecture, computer simulations, demonstration, presentations are some kinds of teaching technique. Amongst these tools the best one is selected so as to bring excellence result and sustainable understanding on students.

Third phase: Development

Stage 7- Developing and Selecting Instructional Materials

It is the seventh stage of instructional design. While assimilating the design, the instructional materials are to be taken into consideration. Books, journal, summery of text, article, internet search engines, pen, paper, duster, computer, display board, projector etc. are some of the instructional materials. By the assistance of these materials, the teaching learning is conducted. These are the supporting utensils.

Stage 8-Designing and Conducting Formative Evaluation

Formative evaluation is done at the very time of interaction with the students. The records are maintained of interview ongoing, areas of improvements to be done; good aspect, weakest part etc. are recorded for the guidelines. Students are peering observed evaluated.

Stage 9-Designing and Conducting Summative Evaluation

It is the final evaluation done by teacher. After the instruction the students are evaluated either the teaching objective is fulfilled or not? There is slight difference between formative and summative evaluation. Formation evaluation seeks for the improvements needed during instruction, whereas summative evaluation evaluates the strength, weakness, opportunities and threat after the complication of instruction.

For example, if a secondary school located at Basantapur Kathmandu is launching the Nepal Bhasa in its curriculum. The instructions went on well taking assistance of different materials, methods, analyzing every parameter of concern, the aspect to be affected mostly like cognitive development, psychomotor development, reasoning etc. each and all areas of concern are to be minutely observed so as to bring the excellent understanding and effective objective accomplishment after the instruction. The school has to analyze the community, local population either there are local Newa people or not, do they carry out specific costume or rituals? What are the teaching methods and techniques can be adhered? Like teaching of Ranjjana script, exposition to Newari Jatras, ceremonies, assimilation of ICT tools, YouTube videos, visit to local museums and the formative analysis of how much time to be taught daily? What activities of assessment to be carried out and at last, summative evaluation by taking quiz, questionnaire, argument, presentation etc. carries out altogether 9 stages of instructional design.

In overall, instructional design is a full fledge instruction or teaching model which acknowledges different WH questions, who, what, where, how, by whom, when etc. are being generalized in order to accomplish the instructional goal.

Reference

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

 

 

 

                                                                                                                       

 

Submitted by: Srijana Shrestha                                  Submitted date: 21^st April 2023

ADDIE model of Instructional Design:

There are different tools to be acknowledged before the beginning of any task. Likewise in other field, in teaching learning before commencing any text or topic, ADDIE model is very much popular amongst the educationist. There are different five steps in teaching learning. ADDIE is an acronym that stands for analyze, design, develop, implement and finally evaluate. First, an analysis of needs and objectives are put together. Second is the design phase, where session structure, resources and learning objectives are identified. Third is the development phase, when content is produced and completed. Fourth is the implementation phase, training content is prepared and delivered.

ADDIE model can be categorized into 5 parts.

Analysis

Analysis is the very stage of instructional design. The key concepts of analysis are identifying needs, learning objectives, content selected, delivery method and resources. As well as it is the process of information gathering and identify the training needs or not? Analysis scrutinizes upon what is already there and what is still missing? What the students are supposed to be exceled at? What are the resources, means, tools, environment, supporting elements, strengths, weaknesses, time periphery, affected group, and the underlying effect after the completion of the course is primarily supposed or delineated. For example, curriculum development center has conceptualized the concept of indigenous subject in specific local community. In the analysis part what type of students are there? Do they lineate with the local culture? What materials are to be managed? How many student5s are there? In which time bound the course to be replicated? What may be the techniques, and assessment methods, and what is being taught for a long time and what new thing is to be innovated come under analysis.

Design

Design is another vital component of ADDIE. Design focus on the content sequenced, storyboards, drafts, deliver, communication. But we mostly follow ethics. Strategies are documented, reviewed and signed off by stakeholders. For the general outline, design comes to be an important aspect. This stage determines all goals, tools to be used to gauge performance, various tests, subject matter analysis, planning and resources. Learning objectives, content, subject matter analysis, exercise, lesson planning, assessment instruments used and media selection are the important tools in design. In this stage planning to assessment lies. The media tools, teaching approach, examination approach, exercise, discussion, number of exercises, time frame come under the design stage. For example, if any school in Kathmandu valley is trying to teach Nepal Bhasa, then what may be the easiest syllabus, how many chapters are to be includes?  What teaching techniques are to be adhered, with the allotment of time for exercises are to be taken into consideration? In addition to that, in exercise letting students to write about Newari community nearby their residence, the culture and residues around them the goal can be turned into reality on specific format or design.

Development

It is the third stage of ADDIE model. Development focus to create digital and other homemade materials, videos, as well as technology-based materials and models. If it needs to clarify it should be edited. Review the project documents, give the feedback to the designers and training piloted are other important things to development. In this stage everything is processed, unnecessary things are eliminated and the necessary things are encapsulated. In this stage the change is measured. Comparison is made is the materials used as per necessity? Has the pre settled program been replicated and likely to invite the outcome? For example, if there is presidential visit in Pashupati temple on the occasion of Mahashivaratri, then the security plan is to be developed by the security forces, they should be cared about the going route, remaining time over there, alternative route, by which vehicle to be taken there etc. are to be given the significance. It is the authentic stage and there is no change in materials, time once it is being developed or outcomes accessed.

Implementation

Implementation carries how to accessed materials and delivered things. Planning solely cannot bring the result, for that efficient implementation is necessary in order to have the productivity. For example, if someone is planning to take part in officer's exam for 2080 intake, he or she made plan, collected materials, allotted the time, designed the schedule but without concrete implementation of that planning and developed schedule the aim cannot be accomplished.

Evaluation

Evaluation is the last stage of ADDIE model. It judges upon the set-up objective and the objective attained. It facilitates the feedback and guidelines for readjustment, improvement and change in different variables for the eminent productivity. There are two types of evaluation; formative and summative. Formative evaluation focus on recognizes barriers, respond to challenges, improve mistakes. Summative evaluation focus on the process of design, development, implementation, analysis and evaluation. It is two-way method of materials design as well as process. For example, there were altogether 100 students in one of the schools situated at Kathmandu valley, there was taught the Nepal Bhasa, students were taken into sufficient practices, been visited to museums, encouraged to communicate in Newar language. At the end of academic session, the students were taken into practical examination, some of them spoke fluently, some of them stammered, and evaluation provided future guidelines that some of the students should be more practiced and encouraged, needs the extra classes; it is possible because of evaluation.

In overall ADDIE model in schools and any sector is very much vital for gaining the aim accomplished according to the set standard. In the presence of ADDIE model, one goes stepwise truly embarks on all the aspects that pays attention from planning to resources, methods and guidelines and finally to the result. It is proved to be fruitful in schools for instructional design.

Reference

DeBell, A. (2020). What is the ADDIE Model of Instructional Design? Water Bear Learning. https://waterbearlearning.com › addie-model-instructio..

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The E-learning designer’s handbook -A practical guide to the e-learning development process for e-learning designers’ by Tim Slade

 

‘The E-learning designer’s handbook -A practical guide to the e-learning development process for e-learning designers’ by Tim Slade

Chapter: 2 what is e-learning?

E-learning is primarily based on using computers and the Internet, though instruction can also take place in or outside of formal classroom settings. The delivery of education to many recipients at once or at various times is known as e-learning, which is also known as a network-enabled transfer of skills and knowledge. For example, if you learn something by watching a YouTube video, that’s an example of e-learning. E-Learning as any learning experience that takes place on digital devices, such as: computer, a tablet, a smartphone, or some other device.

What Are the Different Types of E-learning?

E-learning is one of the ways of teaching learning platform where teacher deliver the content using different kind of online materials. There two types of E-Learning which are given below:

v  Synchronous or asynchronous: group or individual learning at a same time or different time. Unlike traditional modalities teacher from any place link students on online at a time. And students can see recorded class too. Synchronous e learning includes live webinar with polls, chat, breakout rooms, Web conference etc. it begs the active participation with synchronization. As the class starts as a webinar, chat it needs some sort of synchronization which flows in a certain pace. Whereas, asynchronous E-learning includes Interactive scenario, System simulation, Virtual / augmented reality, Interactive video, Online discussion board and Animated explainer video, Screen recording, Podcast  Online article or blog and so on. It does not need synchronization.

v  E-learning can be interactive or passive: provides forum for discussion online. It is like students sitting in classroom. Apart from that, students can learn by looking at recorded videos blog without interacting with tutor.

E-learning is the demand of this time as we are in the age of globalization. Nowadays people are busy enough in their own work. There is no time allotment to visit academic institution or universities, so there is necessity of E-Learning. The benefits of the E-Learning may be listed as:

{  E-learning can be distributed globally.

{  E-learning is available when the learner needs it.

{  E-learning can offer a consistent learning experience and message.

{  E-learning can track learner progress.

{  E-learning can save time and money.

E-learning is convenient for all because of its nature and availability. It can be accessed by remaining elsewhere. In case of tutor teaching from America and learning from Nepal, learning is possible by ICT means. Through Google teams or zooms virtually. It can be accessed anytime when the host launch the meeting or in recorded videos. It provides the regularity to attend the class through online means. E-Learning facilitates learners learn progressively. Tutor is able to ask question about the previously held classes. It can save time and money because it can be accessed remaining at home, no necessity to visit academic institution corporally. If so then how the eLearning is developed? The question is crystal clear. For the commemoration of class it needs many equipment that may be tangible objects and intangible objects like software.

Designing eLearning is like building a home. We see raw materials like sand, stone, iron rod, concrete, cement and many more things, but does it look fancy itself without assembling it orderly? No it is not much easier, for e learning there is intense necessity of software, application, hardware and equipment like computer, laptop, and camera and so on. How many chat rooms to be included in eLearning are to be fixed? The chat rooms can be formed as per necessity as home contains different rooms for guest assembling, kitchen, bedroom etc.

So what’s the difference between design and development?

Collecting and organizing your content is design however development is development of the complete, learner-ready course. Research can be done in different phases like ADDIE and SAM. Analyze, develop, design, implement and evaluate are the processes included in ADDIE however SAM includes start, analyze and end. It is fast track model.

The ICT means is not easy as physical classes running. It is vast and it needs many things to complete the process. Though it tries to transmit the information easily it needs trainings and skills to conduct the ICT classes. In overall in 21^st century the eLearning is more effective because of busy lifestyle.