DICK, CAREY AND CAREY

MODEL

Prof. Basanti Pradhan

STRIDE, IGNOU
 What is a Model?
 A model is a shadow or reflection of the
real thing.
 A model may describe commonalities
among a number of similar items;
illustrate a process; and a representation
of the real things.
(Source: Brown, Abbie. H & Green, Timothy D (2016). The essentials of
instructional design: Connecting fundamental principles with process
and practice. Routlege, pg.8)
Contd…
 What is a Model?
 A model is a plan or a pattern that
can be used to design instruction
and to shape instructional materials.
 Models have descriptive,
prescriptive and/or explanatory
elements in different degree while
designing instruction.
 Why a Model of ID? (contd..)
 In professional programmes, models can be
helpful tools.
 Models offer guidelines and can ensure a
level of quality and uniformity.
 Improving learning and instruction by means
of the problem solving and feedback
characteristics of the systematic approach.
(Andrews and Goodson,1980)
 Why a Model of ID?
 Improving management of instructional
design and development by means of the
monitoring and control functions of the
systematic approach.
 Testing or building learning or instructional
theory by means of theory-based design
within a model of systematic instructional
design.
(Andrews and Goodson,1980)
 Dick, Carey & Carey Model
Conduct
Instructional Revise Instruction 8
Analysis 2

Identify Write Develop Develop Develop and Design and

Instructional Assessment Instructional Select Conduct
Performance
Goal(s) Strategy Instructional Formative
Objectives Instruments Material(s) 6 Evaluation of
1 3 4 5 7
Instruction

Analyze Design and

Learners Conduct
and 2
Summative
Contexts Evaluation 9

Figure: Dick and Carey’s Instructional systems design model.

(Source: Dick, Walter, Carey, Lou, & Carey, James O.
The systematic design of instruction, 7th edition, 2009)
 Step 1: Identify Instructional Goal(s)

 Decide what a designer is trying to achieve

before the beginning of designing an e- Learning
programme.
 Aim/Goals
 Refinement of Goals
 Statements
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 What is an Instructional Goal? (Contd..)

 An Instructional Goal is the overall

purpose of the instructional design.
 It describes what the learner will be
able to do at the end of the instruction.

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 What is an Instructional Goal?
 Describes what learners should be able
to do during the instruction and at the
end of the instruction.
 Enumerate the context in which
acquired knowledge and skills will be
applied in day to day life.
 Explain the tools available to the
learners.
 What is Goal Analysis?
 It considers learning domains,
the skills and knowledge
needed to accomplish the
goals.

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 Learning Domains
 Verbal information
 Intellectual skills
 Psychomotor skills
 Attitude development
 Step 2. P1: Conduct Instructional Analysis

 Determines the skills involved in reaching a Goal

 Identify the tasks to be performed (procedural
analysis) and mental operations
 Outline and categorization of instruction (topic
analysis)
Step 2. P2: Analyze Learners and Contexts

Determines the prospective learner’s knowledge,

skills and attitudes
Personality and environment
 Analyze Learners and Contexts Contd..

 Analysis of learners refers to the process

of collecting relevant information about the
learners for whom the course/programme
is being developed.
 Analyze learners and Contexts (Contd...)

Assess the knowledge and skills the learners

have before designing a programme?
 Identify the learner characteristics
 Select media for programme delivery
 Analyze Learners and Context (Contd..)
Components
 Specific entry level information
 Demographic (Age, Gender, Educational
background, cultural, linguistic and
differently able learners)
 Motivation and attitude
 Analyze Learners and Context (Contd..)
Methods and Tools
 Survey Method
 Pretest - post test design
 Questionnaire
 Interviews
 Observation
 Learners profiles and reports
 Context Analysis
 It is the process of collecting relevant
information about the learning
environment to design instruction.
 It equips the learners to acquire
information and develop skills and apply
the skills learned in the programme to
their day to day and real life situations.
 Step 3: Write Performance Objectives

 Performance objectives are more

focused and indicate what a
learner should be expected to do at
various points during and at the
end of an e-Learning programme.

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Step 3: Write Performance Objectives (Contd...)

Characteristics of these objectives are:

S – Specific
M – Measurable
A – Appropriate
R – Realistic
T – Testable
 Bloom’s Taxonomy
Evaluation
Naturalization Characterization

Synthesis
Articulation Organization

Analysis
Precision Valuing
Application
Responding
Manipulation
Comprehension
Receiving
Imitation
Knowledge

Psychomotor Affective
Cognitive
(Source: Fuller, Richard G., Kuhne, Gary William and Frey, Barbara A. (2011)
Distinctive Distance Education Design, Models for Differentiated Instruction, pg. 105)
 Revised Bloom’s Taxonomy (Anderson et. Al, 2001)

Evaluation Create

Synthesis
Evaluate

Analysis Analysis

Application Apply

Comprehension Understand

Knowledge Remember
Cognitive
Process
Cognitive
Dimension

(Source: Fuller, Richard G., Kuhne, Gary William and Frey, Barbara A. (2011)
Distinctive Distance Education Design, Models for Differentiated Instruction, pg. 105)
 Step 3: Write Performance Objectives

Components of an Objectives are:

 Performance
 Condition
 Criteria

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 Step 4: Develop Assessment Instruments

 Appropriate instruments for assessment of

the objectives are developed
 Criteria - based test items are generated for
each objective

Objectives Assessment
Content
 Step 5: Develop Instructional Strategy

 Demonstration (Teacher-led)
 Cooperative learning
 Collaborative learning
 Discussion forum
Step 6: Develop and Select Instructional Materials

 Appropriate choice of instructional

material to support instruction

Choice Support
 Step 7: Design and Conduct Formative Evaluation
of Instruction

 Provide data for revision

 Improvement of instructional
materials and the overall process of
instruction
 Step 8: Revise Instruction

 A Supplement to the Formative

evaluation
 Continuous collection of data during
the layout process to facilitate decision
making and revision
 Step 9: Design and Conduct Summative Evaluation

 Effectiveness of the System as a whole

 Measuring the possibility of learner
collaboration
 Technical difficulties such as computer
crashing, learning platform issues,
student access, etc (Olt, 2002)
 Implications of Dick Carey and Carey Model

 This is a classic example of performing

an instructional design task
systematically.
 It involves the components of the
instructional context such as the
learners and the environment in which
instruction is offered.
Contd…
 Implications of Dick Carey and Carey Model

 It emphasizes the importance of

examining and refining the instruction
and provides guidance for making
improvements while designing Instruction
(Dick, Carey, and Carey, 2009).