Wrap-Up and Conclusion
Goals and Outcomes
During this module, students will be able to:
- recall all key steps of Dick & Carey ID Model
- identify ten steps in the Dick & Carey ID Model
- compare and contrast the differences between the Dick & Carey ID Model with other ID models such as ADDIE and ASSURE
There are many instructional design models in the field of instructional technology. While some may focus on how to make the lesson plans and others focus on the delivery of the content itself, the Dick and Carey’s model (1996) is systematic in nature. The model is a procedural system including ten major process components. While the ADDIE model is perhaps the most popular in business and organizational environments, the Dick and Carey model is the most popular model in schools and educational environments. Let’s review the ten steps of the Dick and Carey Model again:
Step 1. Identify Instructional Goals
Describe what the learners are expected to perform at the end of the instruction. Instructional goals are normally broad statements of what you are trying to accomplish. They should describe what the learners should perform, not what you are going to do.
Step 2. Conduct Instructional Analysis
Identify the exact performance gap between the present performance and the desired performance. This informs you what the learners need to learn in order to perform. Next, identify the steps the learner must be able to perform in order to accomplish the tasks that lead to the desired performance.
Step 3. Identify Entry Behaviors and Learner Characteristics
Identify the general characteristics of the learners, including skills, experience, motivation levels, and basic demographics; which relate to the skills and topics that will be taught. The information should have enough detail to allow you to identify the correct starting point of the instruction so that they do not waste time reviewing material they already know and does not omit content they need to know. The goal is to start the learning process at a level they already understand so you can scaffold the instruction by providing a structure that they can build upon.
Step 4. Write Performance Objectives
Performance Objectives consist of a description of the task or skills to be learned, the standards or criteria, and the conditions that the task must be performed.
Step 5. Develop Criterion-Referenced Test Items
Tests and evaluations are created that will: 1) ensure the learners meet the necessary prerequisites for performing the new skills, 2) identify the learner’s progress in meeting the performance objectives during the learning process, and 3) evaluate the learning process itself to ensure it is structurally sound.
Step 6. Develop Instructional Strategy
Create a blueprint of the learning activities that will transfer, develop, and reinforce the skills and knowledge formulated in the performance objectives. Sequence the items in the blueprint in the order that will provide the best learning environment.
Step 7. Develop and Select Instructional Materials
Using the blueprint created in the previous step, fully develop the instructional content and activities. To save time, reuse existing material whenever possible.
Step 8. Develop and Conduct Formative Evaluation
Use iterative design methods, such as prototypes, small field group trials, and/or interviews with prospective learners so that you can collect data to identify areas in the instructional material that need improvement before releasing the instruction for actual use.
Step 9. Revise Instruction
Use the data from the two types of evaluations to examine the validity of the instructional material and revise as needed.
Step 10. Develop and Conduct Summative Evaluation
Judge the worthiness of the entire program with the focus being on the outcome: Did it work as intended? Continue the evaluation after each class or training activity to determine if it can be approved.
Those ten steps are often only connected as far as what they do to help you figure out what to teach and how to teach it. All ten steps are connected, and some influence others indirectly while they may influence others directly.
“To Do” List
Discussions Forum 15: My Experience
Instructional design is the foundation of instructional technology. Reflect on your experience as a teacher/parent/instructor/professor/trainer and describe the MOST VALUABLE part of the ID process we studied and tell why this means the most to you.
For all discussions, full credit is awarded for providing a meaningful and well-written original thread and responses to two classmates. Discussion postings should always be thoughtful, courteous and on topic. In order to ensure that postings are appropriate in length and substance, please limit your initial postings to @100 words and each of your responses to @50 words.
Make your initial posts before 11:59 p.m. U.S. EST/EDT on Day 5 of this module. Complete your replies before 11:59 p.m. U.S. EST/EDT on the end of the module 15.
Discussion postings should always be thoughtful and courteous and include some references or direct evidence from the module’s content, readings, or assignments to support your statements.
Final Link to Reflective Learning Blog
Post a link to your developing blog page in Moodle course. It should be complete at this point, with content from all of your work this semester.
Throughout the semester, you will be expected to create and maintain your own blog as a part of this course. The idea is to create a blog that will extend beyond the end of this class, and will extend to the end of your Ed.S. coursework. Your blog should be organized by Course Titles (not numbers) and should be maintained throughout the entire time you are in the EdS program.
Blogs allow you to showcase work, reference experiences, items in class, news, provide your own commentary, and demonstrate to others what you know and are able to do. You will be graded on your creativity, ability to inspire student learning, generate digital learning experiences and assessments as well as your modeling of digital work and citizenship will.
You can use Blogger, WordPress, Weebly, or another blogging system to create your blog. Make as many posts as you like, but by the end of the semester, the idea is that your blog will reflect the readings and assignments of the course – with no major component of the course missing (think of this as chapter readings and assignments).
A post can consist of any reflection of the reading materials as they connect to your previous knowledge or your current position. Posts can also be something you created to inspire student learning or a digital experience or assessment you created. You may also want to also post a link to an online resource along with a quick summary of the important points of this resource. When you have completed your classes, you are encouraged to continue with your blog and posts as long as you would like as long as you keep them updated and relevant to current conversations. This will help demonstrate learning, show growth and express your knowledge and skills to friends, co-workers, family, employers and future employers.
Grade: 15 points. Due time: the final link is due on the last day of the module 15
Instructional Design Project REPORT 3 – Post Instructional Components
The Instructional Design Project will deal with an instructional opportunity or problem that is authentic and REAL. This will consist of three major separate reports throughout the semester (Reports 1, 2 and 3). For each part, you will prepare a report which addresses components which are directly connected to the information described in your text and in our presentations. At the end of the Instructional Design Project, you will have done three reports which will collectively provide all of the analysis, design, development, implementation and evaluation for a given block of instruction.
You will need to thoroughly gain insight into the components of each report. You will need to immerse yourself into the CONTEXT of the instructional scenario and APPLY the CONTENT of the text in order to write your report.
The details of these Reports are briefly listed below – for further explanation of each component, please see the text.
Report 3 – Post-instructional Components: 25 Points:
• Characteristics of learners which influence summative assessment and evaluation
• All summative assessments/evaluations used to measure learning
• List of evaluation materials (media, manipulatives, software, tools, etc)
• Procedures used in evaluation process (time, place, procedures, concerns, etc.)
Grade: 25 points. Submit it in Moodle. APA format. Length will vary among students and topics. Due on the last day of Module 15.
Final Comprensive Exam
Grade: 50 points. Take the exam in Moodle. Due on the last day of Module 15.