Dick

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Dick Carey ID Project

• CI 503/603, Fall 2002

Designers Rema Nilakanta, Ismail Sahin, Tuncay
Saritsas Content Developers Lesya Hassall, Rohini
Vanchiswaran, Yahong Xu
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Project Demographics

• Project team 3 Instructional designers and 3
  subject-matter experts
• Project work started Sept 26 - still ongoing
• Audience CI 503
• Goals develop supplementary material to enhance
  CI 503

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Project Goal

• Develop supplementary material for CI 503 to
  enhance the course
• Case report on the process of design and
  development based on the DC model because the
  end-product does not always accurately represent
  the instructional design model used in its
  development.
• Individual designer reflections on the project
  and the course
• Links to online resources articles, urls,
  video-cases

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Why DC?

• Commonly taught in ID programs
• Still popular in the corporate world and in
  education
• Wanted to understand its strengths and weaknesses

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DC Model

• Model graphic
• According to Braden (1996) ISD is systematic
  in that it follows a prescribed set of steps. It
  is linear in that the order of the steps are
  conducted in a predetermined order, one after the
  other. It involves design in that the procedure
  calls for analysis, creative planning, and
  decision making. It involves development as the
  rendering of the design. It is validated in the
  sense that the developed instructional materials
  are subjected to tryout and revision before
  general implementation. (p. 5)

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DC Model

• Needs Assessment/Analysis
• Primary position - Instructional designers must
  conduct needs analysis, because
• Helps decide if instruction is necessary to solve
  the problem
• Helps derive instructional goals (broadly
  defined) specified into performance objectives
  (behaviorially defined) through analysis of
  learner, context, and instruction
• Should take into consideration all 3 partners in
  education - learner, educator, and community
  (Kaufman, 1972, p. 30)

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Performance ObjectivesDC Model

• The most important part of needs analysis
• Helps determine if learning has taken place
• Determines the type of tests and instructional
  strategies to be used
• 4 types of objectives verbal, intellectual,
  psychomotor, and attitudinal (Dick Carey, 2001)

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Our Case

• Current status
• finished needs analysis
• developing criterion-referenced tests and
  instructional strategies
• developed a prototype ready for testing
• Online collaboration - the team used WebCT to
  collaborate online

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Our Case

• Needs Analysis
• Took up quite a bit of time
• SMEs/clients suggested we develop instruction on
  different paradigms dominating ID
• Had to narrow down our focus to Critical Theory
  due to time restrictions (re.WebCT message 163,
  Nov 14)
• Conducted survey to test our initial assumptions
• Interviewed Dr. Willis to get his point of view

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Our Case

• Needs Analysis contd.
• Used survey software to conduct survey
  (http//www.formsite.com)
• Survey was used to collect data on technical
  skills, learning styles (learner and context
  analysis and instructional analysis) and content
  knowledge
• Dr Willis interview helped us get the educators
  perspective

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Our Case Survey Results

• 5 out of 7 took the survey (71 response)
• Survey results (validity is suspect due to
  differing student expectations of the survey,
  time, and not high-stakes)
• Instructional strategies
• 60 preferred guiding questions during reading
• 60 preferred more open-ended approaches (case
  studies)
• 80 found the course practical and useful
• 40 preferred a course structure that was 50
  theory and 50 practical application
• 100 preferred simulations (video-cases)
• Content-related showed gaps in applying theory
  to practice, especially critical theory
• Technical skills all had access to computer and
  the Internet. Felt reasonably comfortable with
  computer technology.

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Our Case Dr. Willis Interview

• Expects more depth of understanding from his
  students - majority do not achieve it. (click on
  movie to play).
• Would like students to use instructional
  technology to understand the complexity of the
  designing process including the underlying
  assumptions of the different ID models.

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Our Case Performance Objectives

• After the instruction students will be able to
• Define terms related to critical theory (verbal
  information)
• Provide solutions for scenarios based on critical
  theory. The solutions should be supported with
  readings in class and other resources.
  (intellectual skills)
• Present your solution to the class using
  presentation software and post your presentation
  on the WebCT site (psychomotor skill
  development)
• Write a reflective piece on how you would
  interpret this paradigm in you context
  (attitudinal)

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Our Case Criterion-Referenced Tests

• To be designed

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Our Case Instructional Strategies(to be
rendered during development)

• Online glossary (verbal skills)
• The use of instructor-led question while going
  through the reading. Online note-taking should be
  made available
• Self-assessment tests on WebCT. Will include
  multiple choice and paragraph questions.
• Provide scenarios (audio, video, text) with
  guiding questions to help students navigate their
  way to a solution. (intellectual skills)
• Help student find ways of supporting their
  conclusions through immediate feedback and
  providing access to online resources

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Our Case Design Develop

• Brainstorming
• Prototype 1 independent web site or linked to
  WebCT.
• To get expert opinion
• Divided into 3 modules
• Project Report this also includes individual
  member reflections
• Online resources
• Critical Theory (content) includes an overview
  with accompanying case studies
• The first two fulfill the primary objectives of
  this project. The third module is a by-product of
  the first.

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Our Reflections (Designers)

• The team as a whole got along well
• A few tensions in the beginning
• Reluctance to hand over charge to designers- how
  can they know what teaching strategies to use?
• Struggle over instructional strategy decisions
• The survey helped get a good idea of our
  audience.
• How can we balance such depth with flexibility?

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Our Reflections (Designers)

• Felt restricted by the linearity of the model
• Could not develop tests or strategies (to a
  lesser extent) till we got the content together
• Realized this model works well with static,
  well-established information
• Once we got the needs analysis done we felt
  reluctant to make major changes because of the
  time and effort it would require

Although DC recommends 3 formative evaluations
using 3 formats - one-to-one, small group, and
field testing - it also realizes that sometimes
there is no time or resources to conduct a proper
FE. Hence, the designer should be prepared to
take that risk. They dont recommend cutting back
on needs analysis. Quote
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Our Reflections (SME)

• Advantages
• Needs analysis provided a good overview of the
  problem at hand
• Helped give clarity and direction to the project
• Disadvantage
• Felt left out of the design process
• Doubts about designers teaching skills
• I feel confused how I can trust someone with
  little knowledge about teaching to design a
  product and make it applicable in reality
• Linearity - What if you miss one, will it
  affect the successive steps?

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Bibliography

• Braden, R. (1996). The case for linear
  instructional design and development A
  commentary on models, challenges, and myths.
  Educational Technology, 36(2), 5-23.
• Dick, W. Carey, L. (1991). Chapter 10.
  Formative evaluation. In L. Briggs, K. Gustafson,
  M. Tillman (Eds.), Instructional Design
  Principles and Applications, 2nd ed. (pp.
  227-267). Englewood Cliffs NJ Educational
  Technology Publications.
• Dick, W. Carey, L. (1996). The systematic
  design of instruction. New York Harper Collins.
  Pp. 1-11, 254-293.
• Dick, W., Carey, L., Carey, J. O. (2001). The
  systematic design of Instruction (5th ed.).
  Longman, Addison-Wesley
• Kaufman, R. (1972). Educational System Planning..
  Englewood Cliffs, NJ Prentic-Hall, Inc.
• Kaufman,R., English, F.W. (1979). Needs
  Assessment. New Jersey Educational Technology
  Publications, Inc. pp.191-201

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• Comments or questions??

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Formative Evaluation

• While the ideal instructional design process is
  to conduct three phases of formative evaluation
  prior to distributing instruction for general
  use, it is sometimes simply not possible to
  follow this procedure. In many cases, their sic
  is not enough time to conduct the formative
  evaluation or no funds have been budgeted to do
  so. What responsibility does the designer have in
  this situation? .
• The general principle for the designer is that
  formative evaluations are always conducted, it is
  just a question of when, where and how. Sometimes
  there is enough time and resources to conduct the
  three-phases of formative evaluation that have
  been described in this chapter. When it is not
  possible to do this, it is up to the designer to
  improvise ways in which to gather as much
  information as possible about the instruction so
  that it can be appropriately revised. (Dick
  Carey, 1996, pp. 276-277)
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