Design

Let's Break It Down

Dick and Carey Model

Establishing instructional goals is the first step in defining what students should accomplish. The tasks and abilities required to achieve those goals are then identified through an instructional analysis, and learner characteristics are then examined to customize the design. After that, assessments are made to gauge learners' progress and performance objectives are made to outline quantifiable results. Instructional materials are developed as a result of the instructional strategy, which outlines teaching methods and resources. The strategy incorporates formative and summative assessments to improve and validate the training after it has been put into practice. A comprehensive, learner-centered approach to creating successful educational experiences is ensured by this iterative process.

            Addie Model

Design, development, implementation, analysis, and evaluation. Learning objectives, needs, and audience characteristics are determined during the Analyze phase. Learning objectives are taken into consideration while planning instructional tactics, content, and assessments throughout the design phase. Using the design plan as a guide, instructional materials are created and put together during the Develop phase. Delivering education to students while making sure all the necessary supplies and arrangements are in place is the main goal of implementation. In order to determine the effectiveness of the education and guide future developments, the Evaluate phase concludes with formative and summative assessments. This methodical methodology guarantees methodical and efficient learning solutions.

The Dick and Carey Model

Analyze 

During the analysis phase, the focus is on comprehending the learners, pinpointing instructional issues, and elucidating the learning context. Key questions tackled include: What does the performance gap refer to? Who are the students? Which previous abilities and knowledge do they possess? By setting clear instructional goals and delineating the learning experience's scope, this initial stage establishes the project's direction.

Design 

During this phase, the instructional blueprint is created. This entails developing comprehensive instructional strategy plans, organizing content in a sequence, specifying measurable learning goals, and crafting assessment instruments. Design choices guarantee that goals, teaching materials, and assessment strategies are in sync with one another in order to foster effective learning results.

Develop

 During the development stage, the instructional materials are produced and assembled. These can consist of multimedia presentations, handouts, e-learning modules, and various other supporting materials. To guarantee quality and instructional effectiveness, drafts and prototypes are developed, assessed, and polished.

Implement 

At the time of implement, the instruction is provided to the target audience. This could entail launching an online module, providing materials, or conducting in-person sessions. This phase also deals with any logistical problems and guarantees that learners can effectively access and engage with the content.

Evaluate 

An evaluation is carried out to determine how effective and impactful the instruction has been. This encompasses formative evaluation aimed at guiding enhancements, as well as summative evaluation carried out post-instruction to assess the achievement of learning objectives and inform future revisions.

My Reflection: 

This semester, I have benefited from both of these models. They both encourage the development of learner-centered education, but they differ in structure and focus, with Dick and Carey providing a more prescriptive approach and ADDIE being more flexible. Gaining an understanding of both models gives instructional designers a complete arsenal for efficiently creating, implementing, and assessing educational products.

Reference:

Hess, A. N., & Greer, K. (2016). Designing for Engagement: Using the ADDIE Model to Integrate High-Impact Practices into an Online Information Literacy Course. Communications in Information Literacy, 10(2), 264. https://doi.org/10.15760/comminfolit.2016.10.2.27