QIM 501- INSTRUCTIONAL
DESIGN AND DELIVERY
Dick & Carey
Instructional Design
Module
Prepared by :Omar Abdullah M. Al-Maktari
PQM0025/08
Lecturer :Dr. Balakrishnan Muniandy
1
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
Dick and Carey Model
Revise
Instruction
Conduct
Instructional
analysis
Assess needs to
Identify goals
Write
Performance
Objectives
Develop
Assessment
instruments
Develop
Instructional
strategy
Develop and
Select
Instructional
materials
Design and
Conduct
Formative
Evaluation of
instruction
Analyze learners
And contexts
Design and
Conduct
Summative
evaluation
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
Instruments are based on the objectives and measure students’
ability to perform what is described in the objectives:

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
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
Instruction
evaluation of the effectiveness of
- 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-booksonline.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.