INSTRUCTIONAL DESIGN
The Dick and Carey instructional design model proposes a systematic and comprehensive approach to instructional design. This model was published back in 1978 in the Systematic Design of Instruction, and it is part of the so-called instructional systems development (ISD). It is a system because it includes a set of interrelated components which work together to achieve a goal. The authors based this model on previous different theories, including Robert Gagne's The Conditions of Learning and Jonh Keller ARCS model of motivation.
The model describes 10 stages to successfully design, develop, implement, and evaluate instruction.
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Stage 1: Identify Instructional Goals
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Stage 2: Conduct Instructional Analysis
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Stage 3: Analyze Learners and Contexts
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Stage 4: Write Performance Objectives
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Stage 5: Develop Assessment Instruments
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Stage 6: Develop Instructional Strategy
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Stage 7: Develop and Select Instructional Materials
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Stage 8: Develop and Conduct Formative Evaluation
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Stage 9: Revise Instruction
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Stage 9: Develop and Conduct Summative Evaluation
During my Master's degree in Educational Technology Leadership, I had the chance to develop a proposal based on the Dick and Carey's model for the World Bank Group. The general purpose of the proposal was to teach the World Bank Learning and Development Specialists (L&DS) to plan webinars effectively.
I have included this artifact because it describes a solid approach to developing instruction. Each linked paper describes the different stages in a practical and applied manner. The Analysis Report contains the instructional design goal, the subordinate and entry skills, and the learners and contexts analyses. The Treatment Report contains the performance objectives, the instruments and procedures assessments, the instructional strategy, and the rationale for media selection. The Final Report includes the instructional materials, the formative evaluation, and the revisions plan. Finally, the Report consists of the project management experience creating this instructional design.
This model is connected to the strategy theme in my framework. Even though this is an artifact or a series of artifacts, it is also a cross-cutting competence that can be applied to other projects (e.g., when designing eLearning materials).
This project allowed me to implement a model that was easily replicated in other instructional design projects. Following each stage, you ensure a high-quality output and outcome. From my experience, sometimes the project constraints, such as time and access to relevant information. However, even if the process cannot be totally followed, it can help the instructional designer to overcome many challenges and avoid future problems.
I learned the value of implementing systematic approaches to instruction. I have met many instructional designers that invest few resources to analyze the learners and the contexts. These two elements are critical to developing user-centric learning experiences. I understood that instructional designers need to focus on the learner or the user instead of the content.
