QIM 501- INSTRUCTIONAL DESIGN AND DELIVERY

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QIM 501- INSTRUCTIONAL DESIGN AND DELIVERY
Dick Carey Instructional Design Module
Prepared by - Omar Abdullah M.
Al-Maktari PQM0025/08 Lecturer - Dr.
Balakrishnan Muniandy
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• Where did they get their PhD?
• Walter Dick
• PhD from Penn State University in Educational
  Psychology
• Studied with Robert Gagne'
• Lou Carey
• PhD from Florida State University
• Studied with Robert Gagne' and Walter Dick
• Where have they taught / worked?
• Walter Dick
• Emeritus Professor from Florida State University
• Is currently an Adjunct Assistant Professor at
  Penn State University
• Lou Carey
• University of South Florida, Professor and
  Interim Dean
• Arizona State University

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Dick Carey, Past and Present

• What things are they best known for?
• Walter Dick
• The Dick and Carey Model for Instructional Design
  
• Lou Carey
• The Dick and Carey Model for Instructional Design
  
• She is also interested in
• Criterion referenced Measurement
• The role that rehearsal and practice tests
  influence performance in online learning
• - Such as test formatting implications
• Open vs. closed book tests

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Dick and Carey Model
Revise Instruction
Conduct Instructional analysis
Design and Conduct Formative Evaluation of
instruction
Develop and Select Instructional materials
Write Performance Objectives
Develop Assessment instruments
Develop Instructional strategy
Assess needs to Identify goals
Analyze learners And contexts
Design and Conduct Summative evaluation
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Assess Needs to Identify Goal(s)
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Assess Needs to Identify Goal(s)

• Decide what students will be able to do when they
  leave the course
• This goal can be derived from
• - needs assessment
• - a list of smaller goals
• - practical experience with learning
• - analysis of job performance
• - new requirements imposed on workers

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Learning Real World Math
What would the instructional goal be if you
wanted your students to help determine the area
of the classroom?
a) students will measure the room b) students
will share a ruler c) student will use real world
problem solving to apply measurement and area d)
students will teach others about area and
measuring
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Conduct Instructional Analysis
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Conduct Instructional Analysis

• Identify what is required for a student to
  achieve the instructional goals.
• What step by step skills do students need to
  achieve instructional goal?
• What is the least amount people must be able to
  do to be able to learn what is in the class?

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Analyze Learners and Contexts
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Analyze Learners and Contexts

• Simultaneously analyze.
• the instructional goals of the learners
• the contexts in which they will learn the skills
• where they will use the knowledge
• Look for
• - learners current skills
• current preferences
• current attitudes
• - determine instructional setting

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Write Performance Objectives
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Write Performance Objectives

• Based on the instructional analysis and the entry
  behaviors of learners.
• Describe what learners will be able to do.

• There are 3 components
• Describe the skill or behavior.
• Describe the conditions that prevail while
  carrying out task.
• Describe the criteria used to evaluate
  performance.

• Each will have subordinate skills that should be
  identi?ed.

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Performance Objectives Example

• Terminal Objective
• Given the appropriate tools, students will
  measure the area of a room to determine the
  amount of carpet necessary to cover the ?oor from
  wall to wall.

• Subordinate objectives
• (Skill or behavior from instructional analysis)
• - Accurately measure perimeter of the room
• - Diagram the ?oor plan proportionately from
  measurements
• - Calculate the area using appropriate geometric
  formulas

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Performance Objectives (cont.)

• Conditions that prevail while carrying out task
• students will use a measuring tape
• students will translate measurements to a
  drawing
• students will use equations for determining
  area based on the shape of the room

• Criteria used to evaluate performance
• linear measurements are accurate to within 2
• angles are accurately accounted for in the
  drawing
• calculations have been made using the
  appropriate formulas
• area calculated is within 1 square foot of the
  actual room size

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Develop Assessment Instruments
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Develop Assessment Instruments
Instruments are based on the objectives and
measure students ability to perform what is
described in the objectives

• emphasis relating the kind of behavior described
  to what the assessment requires
• Example
• - Student performance rubric for measuring the
  area of a room
• - Given any variety of room dimensions and
  con?gurations, students calculate area

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Instructional Strategy
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Instructional Strategy

• Plan for presenting the instruction to the
  learner to achieve terminal objective.
• Based on analysis of what is to be taught
  (previous 5 steps)
• Decide best method for delivering the
  instruction.
• - Teacher Led, Group Led, Student Paced
• - Analysis of learner and skills

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Instructional Strategy
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Select of Instructional Materials
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Select of Instructional Materials

• Design and selection of materials appropriate for
  learning activity.
• - Teaching guides, transparencies, tests,
  computer applications, student modules,
  supplemental video, web pages.
• Decision based on the availability of existing
  materials and the learner.

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Formative Evaluation
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Formative Evaluation

• Goal is to collect data to identify how to
  improve instruction
• - one-to-one evaluation
• - small-group evaluation
• - ?eld evaluation
• Not assessment of the learner, but of the
  instruction

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Formative Evaluation

• The methods mentioned can be dif?cult to apply in
  day to day instructional settings. They were
  designed for a broader view.
• What might be some ways an instructor can gather
  the formative data s/he needs to evaluate his or
  her instruction?

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Revise Instruction
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Revise Instruction

• Data from formative evaluation is analyzed to
• - identify dif?culties learners had in achieving
  objectives
• - relate these dif?culties to speci?c de?ciencies
  in instruction
• - re-examine validity of instructional analysis
  and assumptions about learner characteristics

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Summative Evaluation
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Summative Evaluation

• Culminating evaluation of the effectiveness of
  Instruction
• - generally outside the design process.
• - evaluates absolute value or worth of the
  instruction.
• - after it mets the standards of the designer.
• - usually an independent evaluator.

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Reference

• http//www.opencontent.org/wiki/index.php?titleDi
  ck_26_Carey
• http//www.gse.pku.edu.cn/jxsj/materials2/Dick20
  20Carey.htm
• http//free-books-online.net/index.php?keywordthe
  systematicdesignofinstructionfiletypepdfpag
  eresults
• http//aritzhaupt.com/resource/perf_objs_id/backgr
  ound/index.html
• http//www.sasked.gov.sk.ca/docs/life/ltap2in.html
  
• Dick,Walter O. ,Carey, Lou, and Carey, Jamoes O.
  The Systematic Design of Instruction.
  BostonAllyn Bacon, 2004.