Unit Three

Dick and Carey Model

DICK & CAREY INSTRUCTIONAL DESIGN MODEL

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OVERVIEW

Developed by Walter Dick and Lou Carey (1978) in their book “The Systematic Design of Instruction, " the Dick and Carey model is an instructional design model that provides a systematic approach to designing learner-centered instruction by emphasizing the importance of identifying instructional goals, analyzing the needs of learners, and designing instruction that aligns with these goals (Pappas, 2024). Instead of treating instructions as a linear sequence, Dick and Carey emphasize alignment among goals, learners, assessments, instructional strategies, and materials.

ELEMENTS OF THE DICK AND CAREY MODEL

The elements of the Dick and Carey model systematic approach are explained in the following steps:

1. Identifying Instructional goals- The first step is to determine instructional goals, which should be based on real-world performance. The goals serve as the roadmap for the entire instructional design process (Adeoye et, al 2024).

2. Conduct Instructional Analysis- To conduct instructional analysis, designers break instructional goals into smaller, manageable units to help with the sequential structuring of instructional materials.

This step also determines what must be learnt by learners and the order in which skills are taught.

3. Analyze Learners and Context- Learners' prior knowledge, skills, attitude, and motivation are examined to ensure the learning environment and performance fit the learners' needs.

4. Write performance objectives- Clear performance objectives are developed that are measurable and specify what learners will do, their performance, the learning environment, and what must be learned by them.

5. Develop Assessment Instruments- Assessments are designed to measure learners' mastery of knowledge directly. These may be in different formats, such as tests, performance tasks, and projects.

6. Develop Instructional Strategy- Planning of content on learning activities, content delivery, learners' participation, and follow-through with feedback outlines the instructional approach.

7. Develop and Select Instructional Materials- Develop or choose Instructional resources that align with the learning objectives and support instructional strategies.

8. Design and Conduct Formative Evaluation- Test Instructions by gathering feedback from learners to identify areas for improvement.

9. Revise Instruction- Data collected from the formative evaluation is used to revise the instructional materials to address any shortcomings.

10. Design and conduct Summative evaluation- Conduct an overall evaluation of the instruction to assess the effectiveness of instruction after full implementation (Adeoye et al, 2024).

IMPLICATIONS OF DICK AND CAREY MODEL FOR INSTRUCTIONAL DESIGN.

The model emphasizes clear instructional goals that are tailored to meet the objectives, activities, assessments, needs, and preferences of the instructional materials and learners' goals to ensure coherence. Dick and Carey's model prioritizes the identification of instructional objectives that are clear and measurable. The collaborative approach among instructional designers, subject matter experts, and other stakeholders facilitates brainstorming and integration of diverse perspectives for effective instructional strategies( Adeoye et al, 2024).

STRENGTHS AND LIMITATIONS TO MY MINI-COURSE

STRENGTHS

1. The emphasis of the Dick and Carey Model on clearly defined and measurable learning objectives supports my mini-course goals of helping instructors identify ethical principles guiding AI use in teaching, and distinguishing between appropriate and inappropriate use of AI in discipline-based scenarios, and designing AI-supported course components.

2. The model's systematic approach is valuable for my mini-course participants as it helps to develop a structure that enhances scaffolding for learners due to varied technology and AI proficiency levels for ethical skills development.

3. The model’s emphasis on formative evaluation supports my plan to collect learners' feedback for course continuous improvement, to ensure course relevance, and promote effective learning.

4. The model ensures consistency in adapting activities for different disciplines to enhance diversity and inclusivity.

LIMITATIONS

1. The dick and Carey model is detailed and time-consuming, which will be inordinate to implement in my mini-course due to the time duration (2-3hour) of the course.

2. The model cannot enhance my mini course participants' learner autonomy due to its structured nature, thereby becoming less flexible for learners' exploration. For example, instructors will experience restrictions in self-directed learning of ethically engaging with AI tools.

3. Content changes after collecting feedback will be more challenging, and a change to the learners' objectives will lead to revisiting all the steps involved in the model. For example, updating the course assessments or learning objectives would require revisiting all steps of the model (Adeoye et al 2024).

REFERENCES

Adeoye, Moses Adeleke, Wirawan, Kadek Adrian Surya Indra, Pradnyani, Made Shania Satya, & Septiarini, Nyoman Intan. (2024). Game-Changer Using Dick and Carey Model in Enhancing Academic Achievement through Effective Instructional Strategies. Indonesian Journal of Instruction, 5(1), 25–38. https://doi.org/10.23887/iji.v5i1.69298

Obizoba, C. (2015). Instructional design models-framework for innovative teaching and learning methodologies. Centre for Business & Economic Research.

Pappas, C. (2024, February 28). An in-depth analysis of the Dick and Carey model. eLearning Industry. https://elearningindustry.com/an-in-depth-analysis-of-the-dick-and-carey-model

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