1. Model of instructional systems design: Dick & Carey model
Dr. Wenrong Tsay
Graduate Institute of Professional Development for Educators, NCHU
2007/9/27
Sourse：Dick, W. & Carey, L. (1996). The systematic design of instruction.
(4th ed.). N.Y.: HarperCollins College Publisher.

2. Paradigms of instructional design
AV education： Dale cone of experience
Instructional design
Instructional technology
Educational technology
Soft tech
Hard tech
Performance technology
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3. Dick & Carey ISD model (1996)
Revise instruction
Conduct instructional analysis
Assess needs to identify goal(s)
Design & conduct formative evaluation of instruction
Write performance objectives
Develop assess instruments
Develop instructional strategy
Develop and select instructional materials
Analyze learners and contexts
Design & conduct summative evaluation of instruction
Dick & Carey ISD model (1996)

4. 發展有效教學的模式 Dick & Reiser (1989)
Select/
Review text
選擇/查閱教科書
Set goals
設定目標
Write objective
寫行為目標
Develop tests
發展測驗
Develop instructional
activities
發展教學活動
Choose instructional
media
選擇教學媒體
Implement instruction
實施教學
Analyze student characteristics
分析學生特徵
Revise instruction
修正教學
發展有效教學的模式 Dick & Reiser (1989)

5. Chapter 1: Introducing ISD
Every component is crucial to successful learning.
Teacher, students, materials, learning environment
Interact effectively among components achieve goal.
System: 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 reach.
The instructional process can be viewed as a system. Purpose  bring about learning.
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6. Chapter 1: Introducing ISD
System view: instructional preparation (design+development), implementation, evaluation, & revision as one integrated process.
Input Process Output: each being interconnected.
Instructional system design (ISD) major phases:
Analysisdesigndevelopmentimplementationevaluation
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7. ISD - 1: Determine instructional goal
Derive from
A list of goals
Needs assessment with regard to a given curriculum
Practical experience with learning difficulties of kids
Analysis of expert’s performance
New instructional requirements
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8. ISD - 2: analyze the instructional goal
Determine entry behaviors: skills/knowledge
Relationship diagram of all skills
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9. ISD -3: analyze learner and context
Learner analysis
Present skills
Preferences vs strength
Attitudes
Context analysis
In which they learn skills
In which they use skills
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10. ISD -4: write performance objectives
Based upon:
Instructional analysis
Statement of entry behaviors
Format: Student Will Be Able To
4 components:
Audience
Behavior
Condition
Degree/criteria
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11. ISD -5: develop assessment instruments
Major emphasis  relating the kind of behavior described in the objectives to what the items require.
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12. ISD -6: develop instructional strategy
5 sections of instructional strategy:
Pre-instructional activities
Presentation of information
Practice and feedback
Testing
Follow-through activities
Derive from
Current outcome of learning research
Current knowledge of the learning process
Content to be taught
Learner characteristics
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13. ISD -7: develop and select instruction
A learner’s manual
Instructional materials
Tests
Instructor’s guide
When developing original material, you need to consider:
Type of learning
Availability of relevant materials
Developmental resources available to you.
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14. ISD -8: Design and conduct formative evaluation of instruction
One-to-one evaluation
Small-group evaluation
Field evaluation
Each type of evaluation provides the designer with a different type of information that can be used to improve instruction.
Similar techniques can be applied to the formative evaluation of materials or classroom instruction.
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15. ISD -9: revise instruction
Data from formative evaluation are summarized and interpreted to attempt to identify difficulties experienced by learners in achieving the objectives and to relate these difficulties to specific deficiencies in the instruction.
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16. ISD -10: conduct summative evaluation
The culminating evaluation of the effectiveness of instruction
Generally not a part of the design process
An evaluation of the absolute and/or relative value of the instruction
Occurs only after the instruction has been formatively evaluated sufficiently revised to meet the standards of the designer.
Involves an independent evaluator, not original designer  not being considered an integral part of the instructional design process per se.
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17. Why it is called system approach？
It is made up of interacting components, each having its own input and output, which together produce predetermined products.
A system also collects information about its effectiveness so that the final product can be modified until it reaches the desired quality level.
When instructional materials are being developed, data are collected and the materials are revised in light of these data to make them as effective and efficient as possible.
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18. Why use the systems approach?
Few formal research address its effectiveness of the model. Primary support comes from various designers who use this model and document their effectiveness with learners.
The focus on what the learner is to know or be able to do when the instruction is concluded.
Careful linkage between each component. esp. instructional strategy and learning outcomes.
It is an empirical and replicable process.
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19. For which instructional delivery system is the systems approach appropriate?
Most research suggests that it is the analysis process, not the delivery mode, that determines the success of the instruction.
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20. Does the use of the systems approach imply that all instruction will be individualized?
A self-instructional printed module gradually use computers as mechanism for delivery
It is good for individual and group-based instruction.
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