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Definition of Instructional Design
Instructional Design is a systematic process for planning, developing, and evaluating learning experiences.
Rather than teaching based only on intuition, instructional design uses research-based methods to understand learners’ needs, set clear objectives, and design activities that help learners achieve those goals efficiently. In short, it is a structured way to make learning purposeful, measurable, and effective.
Implementation
The instruction is delivered to learners. Designers prepare facilitators, upload materials, schedule learning sessions, and provide learner access. Both technical readiness and instructional delivery are considered in this stage to ensure smooth execution.
Evaluation
There are two main types of evaluation: formative and summative. Formative evaluation occurs during analysis, design, and development to check the instruction and make improvements. Summative evaluation checks the results after implementation to determine whether the instruction was effective, whether the learning goals were achieved, and what further revisions may be needed.
ADDIE Model
ADDIE Model
Analysis
The analysis stage identifies the instructional problem and determines what learners need. This may include needs analysis, learner analysis, and task/instructional analysis. Instructional designers often use interviews, surveys, or observations to understand learner characteristics, prior knowledge, motivation, and learning environment. Based on these findings, designers define the instructional goals and performance expectations.
Design
In the design phase, measurable and observable learning objectives are created. Designers also plan the instructional content, activities, learning strategies, delivery format, media, and assessments. Storyboards, content flowcharts, and prototypes are commonly produced here to show how the instruction will look and function before development begins.
Development
In this stage, instructional materials are built according to the design plan. These materials may include slides, videos, handouts, assessments, web modules, and practice activities. Pilot drafts may be revised based on feedback before full implementation.
This diagram is a simplified visual representation. In practice, the Dick and Carey model is iterative, and formative evaluation may lead to revisions across multiple components of the instructional system.
9. Revise Instruction
Use formative evaluation results to revise the objectives, assessments, instructional strategy, materials, or other components that are not working effectively.
10. Design and Conduct Summative Evaluation
Evaluate the overall effectiveness of the completed instruction after it has been revised and implemented.
Dick and Carey Model
Dick and Carey Model
The Dick and Carey model is a detailed instructional design model. It views instruction as an interconnected system in which all parts work together rather than as a set of isolated steps. It connects learner and context analysis with learning goals, performance objectives, activities, materials, and assessments. Designers evaluate the instruction, use feedback, and revise any parts that need improvement. Although the model is often presented as a sequence, evaluation and revision may occur throughout the design process.
Steps in the Dick & Carey Model
1. Identify Instructional Goals
Define what learners should be able to do after instruction is complete.
2. Conduct Instructional Analysis
Break the overall instructional goal into the knowledge, skills, and steps learners need to achieve it.
3. Analyze Learners and Contexts
Examine learner characteristics, prior knowledge, motivation, and the learning and performance environments.
4. Write Performance Objectives
Convert analysis results into clear and measurable objectives that describe the expected behavior, conditions, and performance criteria.
5. Develop Assessment Instruments
Create criterion-referenced assessments, such as tests, rubrics, practice items, or performance tasks, that align with the objectives.
6. Develop Instructional Strategy
Plan how learning will occur, including content sequencing, activities, practice, feedback, pacing, delivery methods, and technology.
7. Develop and Select Instructional Materials
Develop or select slides, multimedia, training modules, handouts, job aids, and other resources needed to deliver the instruction.
8. Design and Conduct Formative Evaluation of Instruction
Pilot-test the instruction, collect learner and evaluator feedback, identify weaknesses, and determine what should be revised.
Position of Instructional Design Models within IDT
Position of Instructional Design Models within IDT
Instructional Design and Technology (IDT) is the broader field that connects learning theory, research, evaluation, technology, and professional practice. Instructional design is a systematic process within IDT, while models such as ADDIE and Dick and Carey provide frameworks for carrying out that process.
Comparison of ADDIE Model and Dick and Carey Model
Comparison of ADDIE Model and Dick and Carey Model
ADDIE and the Dick and Carey model both use a systematic and iterative approach to connect learner needs, objectives, instruction, assessment, and evaluation. However, they differ in their level of detail and structure. ADDIE provides a broad and flexible framework organized into five general phases, while Dick and Carey treats instruction as an interconnected system with more detailed steps for analyzing learners, writing objectives, developing assessments and materials, conducting evaluation, and revising instruction.
ADDIE is easier to adapt to different projects, while Dick and Carey places stronger emphasis on alignment among instructional goals, performance objectives, assessments, strategies, materials, and evaluation. In both models, evaluation and revision may occur throughout the design process.
Broad Mapping of the Two Models
How the Dick and Carey model broadly connects to the five phases of ADDIE
ADDIE provides a broad framework, while Dick and Carey provides a more detailed systems approach. The models can be conceptually aligned, but neither model formally contains the other.
Choosing an Appropriate Model
The choice of an instructional design model depends on the learning context, project scope, timeline, available resources, and the level of alignment and evaluation required.
ADDIE is appropriate for projects that need a clear and flexible structure, such as multimedia lessons, websites, short training modules, and community learning projects. Its five broad phases allow designers to adapt the process and revisit earlier decisions as the project develops.
The Dick and Carey model is more appropriate for complex courses or workplace training programs that require measurable performance objectives and careful alignment among goals, assessments, instructional strategies, materials, and evaluation. Its detailed systems approach is especially useful when job tasks, learner characteristics, and performance requirements must be analyzed systematically.
No single model is appropriate for every situation. Instructional designers should select or adapt a model according to learner needs, instructional goals, project constraints, and the learning environment.
Course Projects
Image source: free licensed image
Design Goals & Focus
My goal is to strengthen my design skills so I can create structured learning materials that are practical, easy to follow, and supportive of real learning in different environments.
My goal is to strengthen my design skills so I can create structured learning materials that are practical, easy to follow, and supportive of real learning in different environments.
Image source: free licensed image
Artifacts
This project allowed our team to design and evaluate a time-management learning module for college students. We used surveys, checklists, and learner feedback to understand reaction, learning gains, and behavior change.
This project allowed our team to design and evaluate a time-management learning module for college students. We used surveys, checklists, and learner feedback to understand reaction, learning gains, and behavior change.
Image source: free licensed image
Artifacts
A collaborative mini-module teaching students how to list commitments, prioritize tasks, and estimate time realistically using a Priority Grid. Designed for clarity, simple progression, and practical application.
A collaborative mini-module teaching students how to list commitments, prioritize tasks, and estimate time realistically using a Priority Grid. Designed for clarity, simple progression, and practical application.
Structured Onboarding Design for Church Newcomers
This project focuses on designing a structured onboarding experience for newcomers in a community-based church setting.
The goal was to create a clear yet flexible learning process that helps newcomers move from initial awareness to active participation.
I applied a hybrid instructional design approach, combining systematic analysis with iterative development to ensure both structure and adaptability.
The design emphasizes alignment between objectives, instructional activities, and evaluation, while also considering real-world constraints such as limited resources and informal learning environments.
This project reflects my ability to design instruction that is practical, context-aware, and sustainable.
ETEC6440_Masato_Miki_ImplementationPlan.docxETEC 6440 Implementation Plan and Reprot
ETEC6440_Masato_Miki_Final_Report3.docxReflection
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Creating this Design page helped me better understand how instructional design models guide decision-making in practice. Comparing ADDIE and the Dick and Carey model showed me that design is not simply a sequence of steps. It is a connected and iterative process that requires planning, evaluation, alignment, and attention to learner needs and instructional goals. I also learned that different models offer different levels of structure and should be selected or adapted according to the learning context and project requirements.
While working on my projects, I realized that my initial designs sometimes included too much information, which could overwhelm learners. I revised the structure, simplified the learning flow, and selected content more carefully. This experience showed me how sequencing, spacing, clarity, and content organization can directly affect learner understanding.
I also became more aware that instructional design is not fixed. It develops through feedback, evaluation, and revision. Rather than trying to make every element perfect at the beginning, I learned to focus on continuous improvement and practical adjustments based on the context. These experiences strengthened my confidence in designing learning experiences that are structured, learner-centered, measurable, and adaptable.
References
References
ADDIE Model
ADDIE Model
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.
Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34–36. https://doi.org/10.1002/pfi.4930420508
Dick and Carey Model
Dick and Carey Model
Dick, W., Carey, L., & Carey, J. O. (2014). The systematic design of instruction (8th ed.). Pearson.
Instructional Design Theory and Concepts
Instructional Design Theory and Concepts
Brown, A. H., & Green, T. D. (2020). The essentials of instructional design: Connecting fundamental principles with process and practice (4th ed.). Routledge.
Reiser, R. A., & Dempsey, J. V. (Eds.). (2018). Trends and issues in instructional design and technology (4th ed.). Pearson.
Images and Media Attribution
Images and Media Attribution
ADDIE model diagram — AI-generated by the author using ChatGPT.
Dick and Carey model diagram — AI-generated by the author using ChatGPT and based on the model structure described in Dick, Carey, and Carey (2014).
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