EDID6503: Instructional Design, Models

and Strategies
Assignment 2
Murtle Robert-Prospere
ID 20040930

ABSTRACT
This assignment is based on an article to
discuss the Dick, Carey and Carey Model
Approach to Instruction
The Dick Carey and Carey Model of Systemic Design of Instruction

What is Instructional Design

According to Reiser, Dempey, 2007 instructional design is a systemic process that is employed

to develop education and training programmes in a consistent and reliable fashion. Merill,

Drake, Lacy, Pratt, 1996 states that it can be viewed as a basis for creating modules or lessons

which:

- Boost and improve the possibility of learning

- Enable the acquiring of knowledge and skill to be more efficient, effective and appealing
- Foster the engagement of learners to learn faster and achieve deeper levels of

understanding.

Therefore, instructional design can be described as a process of acquiring knowledge and skill

through the creation of effective, efficient and appealing learning processes. Bednar et al, 1995

promotes an interwoven development of theories of instructing where learning is a needed tool

for good instructor preparation. Achieving the desired outcome and more importantly the

relationship between instructor and the learner are measures of the effectiveness of any

instructional process.

The Dick Carey and Carey Model

Research in education have brought about several learning theories and instructional models.

One known and popular model in the instructional and educational field is the Dick Carey and

Carey Systems Approach Model. This model is based on a systemic approach to instruction.

According to Dick and Carey, (2005) a system is technically a set of interrelated parts all of

which work together toward a defined goal. The parts of the system depend on each other for

input and output and the entire system uses feedback to determine if its desired goal has been

reached. If the desired goal is not achieved, then the system is modified until the desired

outcome is achieved. It relates to instruction in that instruction is viewed as a system, the purpose

being to bring about learning. The instructional design model was developed by Walter Dick,

Lou Carey and James Carey.

Walter Dick
Walter Dick was an undergraduate from Princeton University who gained his doctorate from

Penn State University in educational psychology proceeding to teach at Florida State University.

He was strongly influenced by Robert Gagne who advised and mentored him. He eventually

became his research assistant for some time. Walter later worked in industry for a while and was

eventually invited to join the faculty of Florida State where he taught a course in programmed

instruction. During his tenure at Florida State University he became acquainted with Lou Carey

who was his student. The two authored a book entitled The Systematic Approach to Instruction.

This book was revised several times and has had eight publications from 1978 to 2014.

Lou and James Carey

As previously mentioned Lou Carey was a student of Walter Dick. She became Dicks research

assistant and later a faculty member of Florida State University and co-authored the book on the

Systematic approach to Instruction. They described the model in their 1978 publication of this

book. James Carey was husband to Lou Carey and had expertise in educational and media

technology. He was also a computer programmer. He assisted in designing the new model by

including technology as part of the process. The most recent publication of their book, (The

Systematic Design of Instruction, 2005) placed emphasis on technology in the process of

instructional design.

Development of the model

At the time that Dick and Carey taught at the Florida State University the accepted model of

instruction was the ADDIE model. Russel, (2000) states that Dick had been interested in

programmed instruction while at Penn State. Bob Morgan with focus on building top

instructional design programme in the county brought in Robert Gagne, Les Briggs and Bob

Reiser to help develop the programme. They renamed the programme instructional systems. As a

result, Dick was asked to teach a course in programmed instruction. Dicks methodology was to

assign varied readings, however he had no textbooks. One of his students Lou Carey suggested

the publication of a book and helped him develop that book. It was then that the Dick Carey and

Carey model of instructional design was developed. The model was first introduced in 1978 and

borrowed from the ADDIE Model, the behaviourists theory, the CIP approach of Robert Gagne

and constructivism. It was introduced to observe learner centred instruction as a systematic

process. The phases of the ADDIE Model were included into a comprehensive process that
involved the learner, environment, objectives, instructional strategies, media, evaluation,

feedback and self-correcting processes.

Explanation of the Model

Significant contribution was made to instructional design by Dick and Carey viewing instruction

as a complete process, focusing the instruction on interactive relationships of components which

include content, context, learner, material and instruction. Dick et al, 2005 states components

such as the instructors, learners, materials, instructional activities, delivery system and learning

and performance environments interact with each other and work together to bring about the

desired student learning outcome. According to Piskurich, 2006 most instructional design

models follow the ADDIE process. The Dick and Carey model goes further to deconstruct the

instruction into smaller components or objectives that collectively form the competence to be

acquired. It was founded on the view that there is a reliable link between stimulus (instructional

material) and response (learning of the materials). Following the behaviourist approach the

model fosters the need for designers to identify the sub skills that must be mastered to allow the

intended behaviour to be learnt and to select the stimulus and strategy which will achieve each

sub skill.

As proposed by Dick and Carey the main reasons for the systems model include

1. Each component in the system is linked carefully to each other.

2. The process is empirical and replicable
3. Focus is placed on the prerequisites to begin instruction
4. The focus is on what the learner is expected to learn or do by the end of the course
5. Skills and knowledge are thoughtfully taught
6. Conditions for learning are considered
7. It holds a vast variety of potential users which include teachers and other stake holders

involved in instructional design.

To carry out an effective instructional systems design, Dick and Carey, 2005 developed a set of

procedures and techniques that an instructional designer should apply to design, develop,

evaluate and review instruction. The model consists of ten major components which include

1. Identify instructional goals

Instructional goals are usually broad statements which identify what must be

accomplished. They describe what the learner must achieve at the end of the learning

experience.
2. Conduct instructional analysis
Identify what the learner knows and what is required of the learner at the end of

instruction and the necessary steps to be taken to help the learner achieve that task.
3. Analyse learners and context
Identify learner characteristics, that is their culture, demographics, attitudes, skills,

knowledge, experience and motivation levels. This vital information influences several

succeeding steps in the model especially the instructional strategies to be used.

4. Write performance objectives
Are the specific statements derived from the instructional analysis and entry behaviours.

Performance objectives describes what the learner must achieve at the end of any

instruction given. These objectives identify the skills and the conditions under which the

skills must be performed.

5. Develop assessment instruments
Assessment is based on the written objectives. It measures the leaners ability to perform

the described objectives. There is an interrelation between objectives and assessment. The

objectives always influence the assessment requirements.

6. Develop instructional strategy
Identify the strategies to be implemented to help achieve the performance objectives. It

includes all the learning activities that will help transfer the knowledge and skills

identified in the objectives. The activities must be sequenced to provide the best learning

experience and environment.

7. Develop and select instructional materials
 After instructional strategies are developed, these strategies are used to produce

instruction. All materials, including textbooks, modules, instructors guide and other forms

of media to be used are included.

8. Design and conduct TBE formative evaluation of instruction
After the draft for instruction has been completed then a series of evaluation must be

conducted to determine how to improve instruction. The evaluation is used to collect data

to help improve instruction. There are basically three types of evaluation; namely one to

one evaluation, small group evaluation and field evaluation. Each method of evaluation

provides a different type of information to help improve instruction.

9. Revise instruction
The data from each form of evaluation is used to identify difficulties in the instruction.

This data is analysed and used to revise difficulties and deficiencies in the instruction. In

considering collected data it is vital to review statements of performance objectives.

10. Design and conduct summative evaluation
Summative evaluation is not part of the evaluation process but it judges the effectiveness

of the instruction by the analysing and revising learners outcome. It judges the

effectiveness of the entire programme with specific focus on the outcome.

Furthermore, the Dick and Carey model is a model for individual design learning as well as

group design instruction. Whether the instruction is teacher cantered or student directed in nature

it is essential to note that the model is to design instruction and not to serve as delivery method.

Advantages and Disadvantages of the Model

There are several advantages of using the Dick and Carey model. Some of these advantages are:

- The model can be implemented in almost any context

- Adjusts well for changes in theory and technology
 - Can withstand the test of time because it has been used and in existence for a very long

time.
- Provides a cycle of feedback that allows the designer to remedy problems in the

instruction.

There are also some disadvantages to the model:

- Does not allow for mistakes

- Is time consuming and costly
- Its too linear
- Best suited for novice rather than expert designers
- Best suited for K to 12 learners
- Best used at the unit level rather than mass instructional levels
- Requires multiple logarithms for complex situations

An individual instructor who has day to day instructional responsibilities can utilize the process

to develop lesser amounts of written or mediated instruction. The process can be used effectively

and efficiently to pull out material from existing data to design instruction which is not material

based. Basically, every instructor finds the model useful in obtaining feedback and obtaining

insight in learners. But it may pose some difficulty for a single instructor to carry out the entire

model on his own. The instructional designer is trained in the use of a systemic approach to

designing new or already existing systems. Their duty is to create replicable instructional

programmes that are effective with learner groups by working with teams which include content

analyst, media production specialist, evaluation specialist, manager and a technician.

Publications about the Dick, Carey and Carey Systems Model

Several studies have been conducted on the effectiveness of the model. In addition, many

persons have published information on the model itself and its use within the context of

education. Three of these publications are as follow:

- Educational Research (ISSN 2141-5161) vol.3 (3) pp. 277-283, March, 2012
In this journal Hassan Bellow and U.O Aliyau conducted a study to determine the effects

of Dick and Carey instructional model on the performance of electrical/electronics

technology education students in some selected concepts in technical colleges of

Northern Nigeria. The model proved to be more efficient rather than traditional lecture

methods readily adopted by teachers at the higher institutions of learning.

- Analysis of Three Instructional Design Models- Research

De-research.com/PhDFinalPapers/CT_3IDModels.pdf

This article analyses and describes three models. The Dick and Carey model is one of the

models described. The author explains that the model is one of the most influential

instructional design models. It is noted that the model follows a linear structure and the

individual processes cannot function alone.

- Dick and Carey Model by Leslie Kurtak, 2008.

Kurtak created a concept map to explain the model. In his map, he describes the model as

a golden standard of systems oriented models. He states that the model is adaptable to

many environments which can be applicable across several context areas.

References:
Bello, H, and Aliyu, U. O. (2012). Effect of Dick and Carey instructional model on the
performance of Electrical/electronics technology education students in some selected concepts
in technical colleges of northern Nigeria. Retrieved at http://www.interesjournals.org/full-
articles/effect-of-dick-and-carey-instructional-model-on-the-performance-of-electrical-
electronics-technology-education-students-in-some-selected-concepts-in-technical-colleges-of-
northern-nigeria.pdf?view=inline
Burgess, M. (2013). Dick and Cary Systems Model of Instructional Design. Retrieved at
http://etec.ctlt.ubc.ca/510wiki/Dick_
%26_Carey_Systems_Model_of_Instructional_Design#History
Dick, W., Carey, L. (1996). The Systemic Design of Instruction. (4th ed.). New York: Harper
Collins College Publishers
Dick, W., Carey, L. (2000). The Systematic Design of Instruction Glenview, IL: Scott, Foresman,
and Company.
Dick, W., Carey L., James O. (2005). The Systemic Design of Instruction. (6th ed.). Boston:
Pearson/ Allyn &Bacon
Merrill, M. D., Drake, L., Lacy, M., & Pratt, J. (1996). Reclaiming Instructional Design.
Available at:http://mizanis.net/edu3105/artikel/Reclaiming.pdf
Piskurich, G.M. (2006). Rapid Instructional Design: Learning ID fast and right.
Reflection
While conducting research on the Dick and Carey model, the researcher noted that the name of
the model was changed from the Dick and Carey Systems Approach Model to the Dick, Carey
and Carey Systems Approach to accommodate the husband of Lou Careys contribution to the
model. The researcher faced difficulty in retrieving photographs of Lou Carey and James Carey.
The researcher spent countless hours devoted to the search for an actual image of the two, to no
avail. The researcher believes that the difficulty may be due to the ignorance of having an actual
idea as to who they are.
The researcher found that there was a plethora of information on the model and felt somewhat
overwhelmed in identifying the appropriate information to be placed in the article. It must also
be noted that after reviewing and dissecting all this research, the researcher had a much clearer
understanding of the Dick, Carey and Carey Model and is ready to implement the model as
deemed necessary.
On the completion of the article it was to be uploaded into Wikipedia. This journey brought me
to the realisation that there is a more formal part to Wikipedia where before it is place online the
information must be edited ten times before it can be posted online or within its formal database
for use. The researcher perused and noted that there was another informal section where the
article could be loaded for viewing and use. The article could also be edited in this area after its
submission.