IDM - WEEKLY NOTES-WEEK 3
Instructional Design and Technology:
Instructional Design Models, University of Maryland, University College - IDT400x
WEEK 3 - Overview and Objectives
The greatest challenge in the design of an online course is determining the criteria to evaluate the impact of its learning well before anyone even engages in the activity a designer has been granted access to the course. The next two modules will focus on two of the most prominent evaluation certifications that demonstrate an immediate perception of the quality of the course and a consistent and thorough evaluative process. First up, we focus on Quality Matters.
Upon completion of this module, you will be able to:
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Describe the instructional design concepts of Quality Matters certification
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Evaluate the critical elements used to evaluate online course standards
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Create a rubric used to evaluate an online course
Submitted: 16.08.19
In this section, you will explore the Dick and Carey instructional design model. The Dick and Carey model prescribes a methodology for designing instruction based on a reductionist model of breaking instruction down into smaller components. Instruction is specifically targeted on the skills and knowledge to be taught and supplies the appropriate conditions for the learning of these outcomes.
After completing this section, you will have:
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Explored each phase of the Dick and Carey Model
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Identified action items for each phase of Dick and Carey model
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Discussed how the Dick and Carey model meet your learning design and development needs
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Lesson requirements
Instructional models can vary widely. While some may focus on how to make the lesson plans and others focus on the delivery of the content itself, the Dick and Carey instructional design model follows a more traditional systemic approach. For your assignment, this week, create a 2-3 minute podcast to demonstrate your understanding of the Dick and Carey model.
You can use any of the following free audio recording software tools:
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Apowersoft (https://apowersoft-free-audio-recorder.en.softonic.com/)
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Voice Recorder (https://online-voice-recorder.com/)
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Audacity (http://www.audacityteam.org/)
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Your submission should address the following critical elements:
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Summary of the different stages
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Example of use for each stage
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Summary of your impression of Dick and Carey to meet your instructional design and development needs
Response:
Please find a link to the podcast below:
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Breakdown of the 9 Stages of Dick and Carey Model
Dick and Carey made a significant contribution to the instructional design field in their development of a systematic view of instruction as opposed to viewing instruction as a sum of isolated parts. The model addresses instruction as an entire system, focusing on the interrelationship between context, content, learning, and instruction.
The Dick and Carey model call for nine or ten different steps depending on how assessment process is evaluated. For this module, we'll use the more traditional nine step process. Here is a breakdown of those steps and a summary of instructional strategies and action steps associated with each one.
Stage 1: Instructional Goal
Purpose: To identify desirable state as a result of instruction.
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Needs Analysis: Analysis of a discrepancy between an instructional goal and the present state of affairs or a personal perception of needs
Stage 2: Instructional Analysis
Purpose: To determine the skills involved in reaching a goal.
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Task Analysis (procedural analysis): about the product of which would be a list of steps and the skills used at each step in the procedure
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Information-Processing Analysis: about the mental operations used by a person who has learned a complex skill
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Learning-Task Analysis: about the objectives of instruction that involve intellectual skills
Stage 3: Entry Behaviors and Learner Characteristics
Purpose: To determine which of the required enabling skills the learners bring to the learning task.
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Intellectual skills
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Abilities such as verbal comprehension and spatial orientation
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Personality trait
Stage 4: Performance Objectives
Purpose: To translate the needs and goals into specific and detailed objectives.
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Functions: Determining whether the instruction related to its goals
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Focusing the lesson planning upon appropriate conditions of learning
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Guiding the development of measures of learner performance
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Assisting learners in their study efforts
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Stage 5: Criterion-Referenced Test Items
Purpose: To diagnose an individual possession of the necessary prerequisites for learning new skills.
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To check the results of student learning during the process of a lesson
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To provide document of students’ progress for parents or administrators
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Useful in evaluating the instructional system itself (Formative/ Summative evaluation)
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Early determination of performance measures before development of lesson plan and instructional materials
Stage 6: Instructional Strategy
Purpose: To outline how instructional activities will relate to the accomplishment of the objectives.
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The best lesson design: Demonstrating knowledge about the learners, tasks reflected in the objectives, and effectiveness of teaching strategies
Stage 7: Instructional Materials
Purpose: To select or develop printed or other media intended to convey events of instruction.
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Use of existing materials when it is possible
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Need for development of new materials, otherwise
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Role of teacher: It depends on the choice of delivery system
Stage 8: Formative Evaluation
Purpose: To provide data for revising and improving instructional materials.
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To revise the instruction to make it as effective as possible for larger number of students
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One on One: One evaluator sitting with one learner to interview
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Small Group
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Field Trial
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Stage 9: Summative Evaluation
Purpose: To study the effectiveness of system as a whole.
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Conducted after the system has passed through its formative stage
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Small scale/ Large Scale
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Short period/ Long period
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References
Dick, W. (2012). A model for the systematic design of instruction. Instructional Design: International Perspectives: Volume I: Theory, Research, and Models: volume Ii: Solving Instructional Design Problems, 361.
Utama, A. A. G. S. (2016). The Usage of e-learning model to optimize learning system in higher education by using dick and carey design approach. Journal of Information Systems Engineering and Business Intelligence, 2(1), 50-56.
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Identification of the problem
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Review of the literature/what is known about the problem
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Formulating a hypothesis
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Testing the hypothesis/collecting data
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Analyzing the data
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Interpreting the results
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Evaluating the results and process
Adobe E-Learning: Revisiting the Systematic Design Model
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Ensure that each instructional article, web site, media source or game supports the learning objectives/goals of the course.
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Get the learner’s attention immediately by clearly making the topic relevant to something important within the learner’s frame of reference (e.g. job, studies, professional development).
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In the body of each unit introduction provide an introductory paragraph, one or more explanatory paragraphs, and a summary paragraph.
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Integrate questions or other interactive activities — such as exercises, problem-solving situations, games, or short simulations into the body of the unit.
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Always limit the unit to one or two main ideas or concepts.
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Use only the most important “need-to-know” supporting details.
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When possible, support the unit content with audio and/or video clips containing relevant information, such as background information, “how to” instructions, or examples that further clarify key learning points.