The systematic design of instruction dick and carey
1. The Systematic Design of
Instruction- Dick and Carey
The Staff Trainer’s Blog
Cathy Cousear
2.
3. Criteria for establishing
Instructional Goals
• Will the development of this
instruction solve the problem
that led to it?
• Are these goals acceptable to
those who must approve this
instructional development
effort?
• Are there sufficient people and
time to complete the goal?
4. Analysis of Learning Context
• Compatibility of site with
instructional requirements.
• Adaptability of site to
simulate workplace.
• Adaptability for delivery
approaches.
• Learning site constraints
affecting design and
delivery.
5.
6. Steps in Writing Evaluations
• Edit goal to reflect eventual
performance context
• Write terminal objectives to reflect
context of learning environment
• Write objective for each step in goal
analysis for which there are no sub-
steps shown.
• Write objectives for all subordinate
skills
• Write objectives for entry behaviors if
some students are likely not to possess
them.
7. Four Types of Criterion-Referenced Tests
and Their Uses
• Entry Behavior Test
• Pretest
• Practice Tests
• Posttest
8. Test Type(Entry Behavior)
Designer’s Design
• Are target learners
ready to enter
instruction?
• Do learners possess the
required prerequisite
skills?
Objectives Typically
Tested
• Prerequisite skills or
those skills below the
dotted line in the
instructional analysis
9. Test Type (Pretests)
Designer’s Decision
• Have learners
previously mastered
the enabling skills.
• Which particular skills
have they previously
mastered?
• How can I most
efficiently develop this
instruction?
Objectives Typically
Tested
• Terminal Objectives
• Main steps from the
goal analysis
10. Type Tests (Practice tests)
Designer’s Decision
• Are students requiring
the intended
knowledge and skills?
• What errors and
misconceptions are
they forming?
• Is instruction clustered
appropriately?
• Is the pace of
instruction appropriate
for the learner?
Objectives Typically
Tested
• Knowledge and skills for
a subset of objectives
within the goal.
• Scope typically at the
lesson rather the unit
level.
11. Test Type (Posttests)
Designer’s Decision
• Have learners
achieved the terminal
objectives?
• Is the instruction more
or less effective for
each main step and for
each subordinate skill?
• Where should
instruction be revised?
Objectives Typically Tested
• The terminal objective
• Main steps and their
subordinate skills
12. Four Categories of Test Item
Qualities
• Goal Centered
• Learner- Centered
• Context-Centered
• Assessment-Centered
21. Developing Instruments to Measure
Performance, Products, and Attitudes
• Identify the elements to be
evaluated
• Paraphrase each element
• Sequence the elements on
the instrument.
• Select the type of
judgment to be made by
the evaluator
• Determine how the
instrument will be scored
22. Developing the Response Format
• Checklist
• Rating Scale
• Frequency Count
• Scoring Procedure
23. Learning Components of
Instructional Design
1. Gaining attention
2. Informing learner of the objectives
3. Stimulating recall of prerequisite
learning
4. Presenting the stimulus material.
5. Providing learner guidance
6. Eliciting the performance
7. Providing feedback about
performance correctness
8. Assessing the performance
9. Enhancing retention and transfer
24. Five Major Learning
Components
1. Pre-instructional activities
2. Content Presentation
3. Learner Participation
4. Assessment
5. Follow-through activities
25. Summary of Learning Components
A. Pre-instructional Activities
B. Content presentation
C. Learner Participation
D. Assessment
E. Follow-through activities
28. Factors that cause compromise in
media selection
• Availability of Existing
Instructional Material
• Production and
Implementation
Constraints
• Amount of Instructor
Facilitation
29. Components of an Instructional
Package
• Instructional Materials
• Assessments
• Course Management
Information
30. Selecting Existing Instructional
Materials
• Goal centered criterial for
evaluating materials
• Learner-centered criterial
for evaluating materials
• Learning centered criterial
for evaluating materials
• Context-Centered Criteria
for Evaluating Materials