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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 :- – PowerPoint PPT presentation

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Title: QIM 501- INSTRUCTIONAL DESIGN AND DELIVERY


1
QIM 501- INSTRUCTIONAL DESIGN AND DELIVERY
Dick Carey Instructional Design Module
Prepared by - Omar Abdullah M.
Al-Maktari PQM0025/08 Lecturer - Dr.
Balakrishnan Muniandy
2
  • 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

3
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

4
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
5
Assess Needs to Identify Goal(s)
6
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

7
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
8
Conduct Instructional Analysis
9
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?

10
Analyze Learners and Contexts
11
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

12
Write Performance Objectives
13
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.

14
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


15
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

16
Develop Assessment Instruments
17
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

18
Instructional Strategy
19
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

20
Instructional Strategy
21
Select of Instructional Materials
22
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.

23
Formative Evaluation
24
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

25
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?

26
Revise Instruction
27
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

28
Summative Evaluation
29
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.

30
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.
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