Application of the Dick and Carey Model to Design Online
Interviewing/Tutoring Modules for Curry Students
Gail Hunger, EdD, School of Continuing and Professional Studies
Peter Malcolm, Doctoral Student, Curry School of Education
In our experience with the development of an online tool, the
estimation calculator, and an accompanying instructional module, we applied
the steps outlined in Dick, Carey and Carey’s (2009) instructional design
process model. Expert knowledge of teacher educators, combined with the
selection of instructional materials by technologists and their instantiation in
emerging technologies led to the development of integrated tools and new
teaching approaches.
Our web-based estimation calculator integrated into online tutoring
sessions between pre-service elementary students and fourth graders from a
local elementary school who were learning computation estimation, an
important mathematical skill. The pre-service teachers who conducted the
formative evaluations of the estimation calculator were enrolled in the BAMT
program, a combined Bachelor’s – Master’s degree in Teaching at the Curry
School of Education. During online, one-to-one sessions between the
elementary students and the pre-service teachers, we captured video of the
participants via webcams and screen-captured their online actions
simultaneously. Analysis of this data allowed us to formalize the computational
estimation processes used by the elementary students. It also allowed us to
systematically code and address the preservice teachers’ responses to student
actions.
As higher education instruction is stretched into new electronic environments,
e-learning frameworks (Bonk & Dennen, 2003) will play a vital role in helping
instructors and administrators reflect on their decisions concerning the
theoretical perspectives, tools, activities, student and instructor roles,
instructional strategies, and assessments pertinent to online learning. Our
approach began and ended with a focus on pedagogy, in this case,
computational estimation for students in primary grades. The use of the Dick,
Carey and Carey (2009) model has implications for teaching in scenarios in
which technology does not present learners with any prescribed “right answer”
but instead with workable solutions to problems. Systematic design of
courseware allows for systematic analysis of outcomes, and has promise across
disciplines.