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Running head: DICK AND CAREY
Dick and Carey Model for Instructional Design
Zeke Brown and Dale H Eberwein
University of Phoenix Online
EDT721 Instructional Design
June 30, 2010
Dr. Muhammad Betz
Running head: DICK AND CAREY
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Dick and Carey Model for Instructional Design
The theoretical foundation within the field of instructional design dates from the start of
World War II as a complicated instructional plan evolved for the military as a large contingent of
service members needed urgent specialized training. Relying on the theories of B.F. Skinner’s
operant conditioning, military trainers developed standardized modalities of instruction that
focused on observable behaviors to train military members in large numbers (Resier & Dempsey,
2007). Instructional designers divided tasks into subtasks and evaluated each as separate
learning objectives. Post World War II, a paradigm shift occurred within instructional design as
the philosophy shifted from instructional technology to implementation of theoretical models of
learning.
In 1956, Benjamin Bloom published a taxonomy termed the three domains of learning;
consisting of Cognitive, Psychomotor, and Affective domains of learning. These three
taxonomies continue to persuade the plan of instructional design pedagogies today. Building on
previous design models, the Dick and Carey (1990) model viewed instruction as a system of
instruction as opposed to smaller subsystems. The conceptual framework of the Dick and Carey
(1990) model include a cognitive psychology style system based on systematic processes that
aligns with most instructional design models. According to Akbulut (2007), the Dick and Carey
model favors a behaviorist approach that sequences instruction into tasks requiring student
mastery before learners move to the next level in instruction (Gagne’, Wager, Golas, & Keller,
2005).
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Running head: DICK AND CAREY
Instructional Goals
The first step in the model is to assess the needs of the learner, identify the purpose of the
course and what tasks students will complete at the end of instruction. Developed as a
systematic process for evaluating instructional material, the Dick and Carey (1990) model
consists of nine phases of development. The needs analysis discovers shortfalls and learning
gaps between the desired state of the design and what situations exist within the learning
environment (Gagne’ et al., 2005). The needs analysis identifies desirable goals and quantifies
the current state of affairs to advance toward achieving stated measurable goals Gagne’ et al.,
(2005). Drawn from the early work of Gagne’, the Dick and Carey model provides multiple
parts of instruction as a system rather than several independent phases as does the ADDIE
model. Important parts of the model include the learner, instructional material, classroom
environment, and instructor (Dick & Carey, 1978).
Instructional Analysis
After deciding a need does exist for an instructional design solution, developers establish
individual steps for what the learners should perform to achieve prescribed goals. Performing an
analysis allows designers to decide targeted cognitive, affective, and psychomotor skills for the
course and identify entry skills and characteristics the student should bring to the course (Gagne’
et al., 2005). Results of the analysis identify rules, ideas, and procedural steps that learners
followed to perform the stated tasks (Ely & Plomp, 1996).
A procedural task analysis describes steps needed to perform various tasks and subtask.
Developers divide tasks into steps the learner must complete before moving on to the next
learning objective (Gagne’ et al., 2005). The task analysis refers to several interrelated
procedures carried out to produce the systematic information needed to plan and specify
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conditions for instruction. The information processing analysis describes the steps taken by the
student of the task just learned.
The learner’s cognitive abilities have a direct impact on the quality of information
processing about how well the learner can recall information and use those techniques in the
classroom (Gagne’ et al., 2005). Information processing analysis also captures internal
processing as learners must go through an internal reflection processes to solve complex tasks.
Identifying subordinate skills enable designers to decide what prior skills learners currently have
and what skills the course will provide (Dick & Carey, 1990).
Learning-task analysis arranges intellectual skills and objectives into a pattern that explains
the prerequisite between each learning objective (Gagne’ et al., 2005). The learning-task
analysis identifies any preconditions of target and enabling objectives that classifies the goals
according to the type learning the course will provide (Dick & Carey, 1990). These steps
involve breaking down objectives into subparts and identifying what students need to learn to
gain positive learning outcomes. Conducting the learning-task analysis for intellectual skills
require analyst to take on a top-down approach from target objectives (Gagne et al., 2005).
Verbal information is consistently used to aid the learner in gaining intellectual skills, which help
simplify verbal communication as part of the instructional material (Gagne et al., 2005).
Entry Behaviors and Learner Characteristics
The final step in the instructional analysis is to decide entry behaviors, which are the skills
students must know before enrollment in the course. Entry behaviors consist of basic skills
common to course content and required for the learner to achieve successful learning outcomes
(Dick & Carey, 1978). According to Akbulut, (2006) identifying what skills learners currently
have reduces the likelihood those skills being incorporated into the instructional material. As a
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component of the instructional analysis, curriculum developers analyze the students and contexts
to recognize required enabling skills learners bring to course.
Deciding subordinate skills and entry behaviors provide a more in-depth analysis of the
instructional design goal, student verbal understanding, and spatial orientation (Dick & Carey,
1978). Understanding the target population provides prior knowledge of the topic area, attitude
toward content, possible delivery methods, and academic motivation (Akbulut, 2006). The
subordinate skills analysis evaluates each task and subordinate task to identify any prerequisite
skills or knowledge needed to perform tasks to standard.
Performance Objectives
Combined with instructional analysis, student characteristics, and entry behaviors,
curriculum developers can write specific statements about each student’s skill after receiving
instruction (Ely & Plomp, 1996). Instructional designers classify performance objectives into
various categories such as intellectual skills, cognitive strategies, verbal information, motor
skills, and learner attitudes. By organizing performance objectives, instructional material help
promote learning, validate adequacy of objectives, decide instructional advancement and
implementation of conditions of successful learning (Gagne’, et al., 2005). The purpose of
performance objectives lies in the instructional designer’s ability to communicate the goals of
instructional material and present a foundation toward developing stated instructional activities,
and assessments of learning outcomes (Gagne’ et al., 2005). Performance objectives serve as a
guideline to develop the instructional material and design instruments to measure student
performance and determine whether lesson objectives were achieved.
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Criterion-Referenced Assessment Items
Based on noted learning objectives, instructional designers can develop assessment tools
to measure the students’ ability to achieve described learning objectives (Ely & Plomp, 1996).
An instructional material evaluation consists of both formative and summative evaluations.
As a component within the design phase of the instructional design model, the criterionreferenced test measures how affective a learner can perform a particular behavior, irrespective
of associate students (Reiser & Dempsey, 2007). The criterion-referenced test provides a
translation of test scores into a statement about the behavior expected of a learner with a
particular score. Analysis compare student performance against specific learning objectives as a
criterion-referenced test identifies how well the students performed on specific goals or standards
of learning.
According to Reiser and Dempsey (2007), criterion-referenced measurements can help
analyst assess student entry behavior and characteristics through quizzes, test, and check on
learning. The criterion-referenced test explains the student understanding or failure of subject
matter as well as provides valuable information toward improvements to instruction (Gagne’ et
al., 2005). Performance testing is an excellent method of improving instruction, by using a
formative evaluation. The formative evaluation involves the collection of information to identify
required revisions to the instruction. Formative evaluations include feedback to the student on
how best to improve performance and to the instructional designer about the best approach to
improving instructional design material (Gagne’ et al., 2005). Summative evaluation occurs
after course revisions have been implemented into the course (Gagne’ et al., 2005). Summative
evaluations occur most often during the outcomes evaluation to assess the overall effectiveness
of learning objectives and the worth of the instructional material (Dempsey & Reiser, 2007).
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Instructional Strategy
Purpose
The instructional activities are provided as: Basic mathamatical skill-set development for
earning money (Income) for placement into a checking account; appropriate writing of checks
lesson; checkbook ledger accounting activities. These lessons provide dexterity for keeping and
maintaining a checking account, deemed as necessary for habituation into practice for abilities
associated with the prerequisites for budgeting practices.
The best lesson design
Demonstrating knowledge about the learners, tasks reflected in the objectives, and
effectiveness of teaching strategies.
The target audience are fifth grade learners and according to MoneyInstructor.com, (2003)
teaching the maintenance of a checking account is appropriate for this age group. The lessons
design addresses the progression necessary for life-skill activities associated with everyday
living in modern society. The combination of lecture and technologically enhanced presentation
methodologies directly adds to the lesson where traditional and hybrid (technology enhanced)
methods compound the potential knowledge transfer based on lecture and student centered
activities for curricular dissemination.
Instructional Meterials
Purpose
The combination of hard copy worksheets combined with a media-rich environment
provides several qualities that directly aid the student in acquiring skill-sets for course mastery.
All seven of the learning styles associated with “best practice” (Advanology, 2004; Eberwein,
2007) in instructional design are addressed and they are:
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1. Visual: Through written text, interactive software and visual examples.
2. Verbal: Through lecture, medial presentation audio and social interaction in team
concept participation.
3. Aural: Through instructor lead lecture, audio programmed into the media and peer
socialization.
4. Physical: Through both physical application on paper and in stand-alone interactive
on the computer.
5. Logical: Derived through the progression of the lesson chronologically.
6.
Social: Derived through group exchange in a team setting where supplying the
correct answer, through consensus, is the goal.
7. Solitary: Through stand-alone or remediation activities student to computer.
Use of existing materials
Several activities (See Appendicies A, B, and C) are provided through the use of hard copy
print, web site exchanges, quizzes, and assessments in a hybrid format. As assessments provide
feedback to the lessons effectiveness, materials can be developed to enhance the presentation in a
real-time loop through upgrading of core content.
Role of teacher
The teacher’s role provides as two fold, in that, face-to-face lecture is also mitigated by a
facilitator enhanced methodology where presentations can run electronically and the instructor
becomes a spectator along with the students and provides clarification and socialization where
necessary.
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Running head: DICK AND CAREY
Formative Evaluation
Purpose
Benchmarking is programmed into the courseware for constant refinement of the core
content. Real-time editing capabilities provide the ability to change core content in a short turnaround time to address student specific needs, both academically and socially.
Once a pilot study is conducted, core curricular content revisions can be achieved and
edited into the programming, thus keeping curriculum up to date and effective. Allotment for a
one-on-one presentational concept is provided as the evaluator sitting with one learner to
interview and in a stand alone application (computer interface), one-on-one facilitation is
possible where the teacher provides guidance to achieve core objectives.
Small Group
Small team concepts provide the impetus for learning games, social interactives,
cooperation, and a democratic process review.
Field Trial
Once the pilot study and small group activities are deemed successful, several classes, in
concert, are targeted for trial. Continuing assessment and outcome development remain a viable
process at this stage of the design. Adhering to the ADDIE model’s, principles of constant
refinement, the course development maintains an every changing architecture for best practice
interfacing with the targeted student population.
Summative Evaluation
Purpose
After a period of work, e.g. a unit for two weeks, the learners sit for a test and then the
teacher marks the test and assigns a score. However each curricular module provide
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Running head: DICK AND CAREY
benchmarking of the final process for compulation and ongoing assessments. The final test aims
to summarize learning up to that point. The test may also be used for diagnostic assessment to
identify any weaknesses and then build on these findings using a formative assessment. If the
lesson passes the scrutiny of this phase of the model’s design, plans for a small scale and large
scale implementation are deemed appropriate. Replication of the design’s effectiveness is then
required to process both in the short and long term to stimulate the need for implementation.
Conclusion
The Dick and Carey (1990) instructional design model adhears to the original and
formulative ADDIE model, in that, assessment, design, development, implementation, and
evaluation are provided in a scaffolded framework for application in the fifth grade application to
the topics of income, check book nomenclature, and check book ledger, lesson plans. Through
constant refinement based on assessment, the final outcomes to course effictivness is
accumulated. Adjustments to core curricular content, course materials, and presentational
methodologies are scrutinized to create the most effective pedagogical transfer possible. Though
similar to the ADDIE instructional design model, the Dick and Carey (1990) model adds
valuable expansions and assessments that allow growth and clarity at several intervals
throughout the model’s process, thus providing a more appropriate procedure for application, in
conjunction with the identified audience. The Dick and Carey model strengths are in the
establishment of criteria for goals and needs assessment before beginning the ID process. It
allows for simultaneous analysis of both the task and the learner and expands on the original
ADDIE model in doing so, but maintains the original model at the core processes.
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References
Akbulut, Y. (2007). Implications of two well-known models for instructional designers in
distance education: Dick-Carey verse Morrison-Ross-Kemp. Nonjournal,1-7. from
www.eric.ed.gov/
Briggs, L. J., Gustafson, K. L. & Tellman, M. H., Eds. (1991), Instructional design: Principles
and applications, Second Edition, Educational Technology Publications, Englewood
Cliffs, NJ.
Carey, W., & Dick, L. (1990). The systematic design of instruction. (3rd ed), Glenview, IL. Scott
Foresman & Company.
Chang, S. (2006). The systematic design of instruction. Educational Technology Research &
Development, 54(4), 417-420. doi:10.1007/s11423-006-9606-0.
Dick,W., & Carey, L. (1978). The systematic design of instruction. Glenview, IL: Scott,
Foresman.
Eberwein, D. (2007). Learning style inventory as a curricular alignment strategy (Master’s
Thesis). Retrieved April 18, 2010 from, Library of Congress, (US. Copyright # TXu 1642-478).
Edmonds, G. S., Branch, R. C., & Mukherjee, P. (1994), A Conceptual Framework for
Comparing Instructional Design Models, Educational Research and Technology,
42(2), pp. 55-72.
Ely, D. P., & Plomp, T. (1996). Classic writings on instructional technolog. Englewood, CO:
Libraries Unlimited, Inc.
Gagne, R. M., Briggs, L. J. & Wagner, W. W. (1992). Principles of instructional Design (4th
ed.), Holt, Reihhart, and Winston Inc.
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Gagne’, R. M, Golas, K. C. ,Keller, J. M., & Wager, W. W. (2005). Principles of instructional
design. (5th ed.), Mason, OH: Cengage Learning.
Memletics Learning Styles Inventory, Advanology.com, 2004. Retrieved August 17, 2006, from
http://www.learning-styles.
MoneyInstructor.com, (2003). Retrieved, June 24, 2010 from, http://www.MoneyInstructor.com.
Reiser, R. A. & Dempsey, J. V. (2007). Trends and issues in instructional design and technology
(2nd Edition). Upper Saddle River, New Jersey: Merrill Prentice Hall.
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Appendix A
Date
Name
_____________________________
_____________
Earning Money - Taxi Driver
1. Last
1 week, Brianna worked 4 days and earned $575. How much did Brianna earn per
day? _______________
2. Hannah's
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taxi service charges a fare of $2.85 per mile.
What is the cost to travel 11 miles? _______________
3. After
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taking a taxi, Emily gave the taxi driver $20.00. If $0.24 was returned, then what
was the fare? _______________
4. After
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taking a taxi, Jack gave the taxi driver $30.00. If $9.40 was returned, then what was
the fare? _______________
Adapted from MoneyInstructor.com, (2003).
Example of review and quiz number 1
http://fpelearning.com/weeksevenpresentation/ppt1/player.html
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Appendix B
Name
Date
________________
____________
Adapted from MoneyInstructor.com, (2003).
Example of review and quiz number 2
http://fpelearning.com/weeksevenpresentation/ppt2/player.html
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Appendix C
Name
Date
___________________
_____________________________
Checkbook
Practice filling out your own Checkbook.
Check
Date
Number
Check Paid To
Check/Deposit
Amount
Adapted from MoneyInstructor.com, (2003).
Example of review and quiz number 3
http://fpelearning.com/weeksevenpresentation/ppt3/player.html
BALANCE