1. ADDIE M ODEL, I NTERSERVICES P ROCEDURES FOR I NSTRUCTIONAL S YSTEMS D EVELOPMENT M ODEL, AND D ICK AND C AREY M ODEL : A S TUDY IN S IMILARITIES AND D IFFERENCES IN M AJOR I NSTRUCTIONAL D ESIGN M ODELS EDTC 6321 Group 2 : Joshua McDonald Kristina Hamilton Rodolfo Ramirez Shannon Reynolds

2. I NTRODUCTION Brief overview of each model Top-level comparison Sample lesson in-depth analysis Conclusion

3. ADDIE M ODEL http://www.careermantra.com/res/images/instructional-design.png

4. D ICK & C AREY M ODEL http://www.nwlink.com/~donclark/history_isd/dickcarey.jpg

5. I NTERSERVICES P ROCEDURES FOR I NSTRUCTIONAL S YSTEMS D EVELOPMENT M ODEL (IPISD)

6. M ODEL C OMPARISON Introduction  All three models are similar in that they include systematic approaches which follow a very similar variation of the stages of analysis, design, development, implementation, and evaluation.  All three of these models can be used to design instruction in any field but each model follows a different order and establishes different priorities (Baturay, 2008).

7. C OMPARE AND C ONTRAST : C ONSTRUCTING O BJECTIVES ADDIE ModelDick & Carey Model IPISD Model

8. C OMPARE AND C ONTRAST : E NTRY -L EVEL B EHAVIORS ADDIE ModelDick & Carey Model IPISD Model

9. C OMPARE AND C ONTRAST : D EVELOPMENT & I MPLEMENTATION ADDIE ModelDick & Carey Model IPISD Model

10. C OMPARE AND C ONTRAST : E VALUATION ADDIE ModelDick & Carey Model IPISD Model 1 2

11. S AMPLE LESSON PLAN From Discovery.com’s Lesson Plan Library - Technology at Work:  OBJECTIVES:  Define technology  Identify the most important technological advances in history  AUDIENCE: grades 3-5  ENVIRONMENT: classroom setting to include computers with Internet access  DELIVERY METHOD:  Part I: teacher leads group discussion with entire class  Part II: small groups work together on creating timeline http://www.discoveryeducation.com/teachers/free-lesson-plans/technology-at-work.cfm

12. S AMPLE L ESSON : C OMPARE & C ONTRAST STEP 1 ADDIEDick & CareyIPISD ANALYZE Design of course: classroom setting then students divided into small groups; lesson spans two class periods Audience: elementary students grades 3-5 Objectives: (1) Define technology and (2) Identify the most important technological advances in history Environment and Delivery: classroom, computers w/Internet access available LEARNERS, ENVIRONMENT & INSTRUCTIONAL GOAL The Learners Age 9-11. Overall attitude towards learning is positive difficult to keep them engaged work well in groups The Environment classroom with computers readily accessible Working in groups of 3-4 and will conduct research together Target Goal Using provided research materials and the internet, the student will define technology and create a timeline of major technological developments throughout history, with minimal assistance from the teacher. ANALYZE Analyze Job: N/A Select tasks/functions: N/A Construct job performance measures: N/A Analyze existing courses: N/A Select instructional setting: conducted in a grade 3-5 classroom over two class periods; Internet access available

13. S AMPLE L ESSON : C OMPARE & C ONTRAST STEP 2 ADDIEDick & Carey DESIGN Procedures Ask students what they think of when they hear the word technology. Divide class into groups, each group meets to brainstorm a list of at least 10 technological advances to include on a time line of the most important technological advances in human history. Have students research the dates for the technological advances they are including on time lines Students make time lines on long strips of paper When all groups have finished, display in classroom. Students compare the time lines to see technological advances common among them TASK ANALYSIS & INSTRUCTIONAL OBJECTIVES First Level Task Analysis Brainstorm technological developments Research technological developments through history Construct timeline of technological developments through history In-Depth Task Analysis Entry Level Skills: Knows definition of technology, knows basic research methods (1) Brainstorm technological developments (1.1): Have students get into groups (3-4 in size) (1.2): Instruct students to come up with a list of 10 important technological developments (2) Research technological developments through history (2.1): Have students use the internet to research technological developments through history (2.2): Have students use the internet to research examples of technology (3) Construct timeline of technological developments through history (3.1): Have students use research to construct a timeline on paper (3.2): Display students' work around classroom for the other students to see

14. S AMPLE L ESSON : C OMPARE & C ONTRAST STEP 2 (cont.) IPISD DESIGN Develop objectives: The student will: define technology identify the most important technological advances in human history Develop tests Question 1: Which of the following best defines technology? Question 2: List top 10 most important technological advances in human history in chronological order. Describe entry behavior The student must be able to access the Internet and perform a search. The student must know how to create a timeline. Determine sequence & structure Teacher leads discussion on definition of technology. Teacher divides students into groups. Students work together in their groups to: brainstorm ideas on most important technological advances conduct research on Internet to identify most important technological advances create timeline Teacher brings class back together Each group of students presents timelines Teacher leads discussion using questions listed below

15. S AMPLE L ESSON : C OMPARE & C ONTRAST STEP 3 ADDIEDick & Carey DEVELOP Vocabulary: Before lesson, review words that will be used – abacus, central processing unit, e-mail, modem, uniform resource locator (URL), scanner Materials needed: Research materials on the history of technology Computer with Internet access Long strips of paper Suggested reading: Principles of Science: Computers David Macaulay's The Way Things Work CD-ROM, Dorling Kindersley, 1995. The Online Classroom: Eileen Cotton, ERIC/EDINFO Press. Links Blacksburg Visitor’s Center PERFORMANCE OBJECTIVES & ASSESSMENT Performance Objectives Within their groups, the student will discuss their ideas of major technological developments through history, without assistance. Using provided research materials and the internet, the student will create a list of major technological developments and examples with minimal assistance. Using provided materials in their groups, the student will create a timeline of major technological developments through history, with minimal assistance. Assessment The groups timeline will be graded by the following rubric: Three points: includes more than 10 items; dates accurate; illustrations included; time line carefully prepared Two points: includes at least 10 items; most dates accurate; illustrations included; time line satisfactorily prepared One point: includes less than 10 items; several inaccurate dates; few or no illustrations; time line carelessly prepared

16. S AMPLE L ESSON : C OMPARE & C ONTRAST STEP 3 (cont.) IPISD DEVELOP Specify learning events/activities Create a timeline of the most important technological advances in human history (minimum 10) Specify instruction management plan & delivery system Teacher leads discussion with whole class on idea of "technology" Students are divided into groups and will: brainstorm and research technological advances create timeline of most important technological advances share with rest of class Review/select existing materials Research materials on the history of technology Computer with Internet access Long strips of paper Develop Instruction Ask students what they think of when they hear the word technology. Divide class into groups, each group meets to brainstorm a list of at least 10 technological advances Have students research the dates for the technological advances they are including on time lines Students make time lines on long strips of paper When all groups have finished, display in classroom. Students compare the time lines to see technological advances common among them Validate Instruction Conduct lesson with sample population

17. S AMPLE L ESSON : C OMPARE & C ONTRAST STEP 4 ADDIEDick & CareyIPISD IMPLEMENT Procedures (see earlier) Discussion questions: Debate issue of computers that think on their own. What are advantages of this level of computer intelligence? What are disadvantages? How would your school be different if there were no computers? Survey the different parts of your school (office, cafeteria, etc.) to find out where computers are used. Discuss how work would be done without computers to help us. Describe how your class might use e-mail. What information might your class want to share on a Web site? INSTRUCTIONAL STRATEGIES Pre-Instructional Activities: conduct class discussion on what technology means, and when it started define technology and when it started. Content Presentation: delivered in a classroom through class discussions, research materials, and a paper timeline Learner Participation: The student will be engaging in class discussion, conducting research, and creating a timeline. Evaluation: The rubric mentioned above will be used to grade the student's timeline. Follow Up Activities: Technology Election Make a Model IMPLEMENT Instructional management plan Class discussion led by teacher Small groups create timelines Conduct instruction Step 1: Discuss meaning of "technology" Step 2: Discuss when technology began Step 3: Divide class into groups and discuss 10 most important technological advances Step 4: Students research the dates of the technological advances Step 5: Students make timelines on strips of paper Step 6: Students post timelines around the classroom.

18. S AMPLE L ESSON : C OMPARE & C ONTRAST STEP 5 ADDIEDick & CareyIPISD EVALUATE Expected learning outcomes Evaluate groups on timelines based on rubric (see earlier) Adaptations Have students choose one of the six simple machines— inclined plane, lever, pulley, wedge, wheel and axle, or screw—and make a model or draw a picture of it Extensions Technology Election Make a Model FORMATIVE EVALUATION AND REVISIONS Evaluation Have a fellow teacher walk through the lesson. Make noted revisions Have Principal sit in on lesson. Make noted revisions After working through with students make revisions for the next time. CONTROL Conduct Internal Evaluation Groups evaluated by teacher with rubric (see earlier) Teacher leads discussion with questions (see earlier) Conduct external evaluation Ask principal or another teacher to sit in on lesson

19. C ONCLUSION All three models similar in that they include the five (5) major stages of Analysis, Design, Development, Implementation, and Evaluation Dick & Carey model unique in its emphasis on formative evaluation at each stage Dick & Carey model caters to needs of learner better than ADDIE and IPISD

20. R EFERENCES Baturay, M. (2008). CHARACTERISTICS OF BASIC INSTRUCTIONAL DESIGN MODELS. Ekev Academic Review, 12(34), 471-482. Retrieved from EBSCOhost. Branson, R., Wagner, B., and Warner, G. (1977). Interservice Procedures for Instructional Systems Development: Task V Final Report. Retrieved from EBSCOhost on June 4, 2011. http://www.discoveryeducation.com/teachers/free-lesson-plans/technology-at-work.cfm Dick, W. & Carey, L. (1996). The systematic design of instruction, 4th edition. New York: Harper Collins College Publishers. Dick, W., Carey, L., & Carey, J. (2005). The systematic design of instruction (6th). United States of America: Pearson. Dick, W. (2006). The dick and carey model: Will it survive the decade? Educational Technology Research and Development, 44(3), 1042-1629. Instructional Design Using the Addie Model: Improving Teaching and Learning. (n.d.). Retrieved June 4, 2011, fromhttp://raleighway.com/addie/index.htm http://raleighway.com/addie/index.htm Reiser, R. A., Dempsey, J. V. (2002). Trends and issues in instructional design and technology. Toronto: Pearson Education Inc.