Dick, Carey & Carey Model of instructional design

The following is a link to the Dick, Carey & Carey model of instructional design:
http://www.personal.psu.edu/users/w/x/wxh139/Dick_Carey.htm

I've used this model before, and therefore wouldn't make any changes. This model fits into our library setting in that when collaborating with teachers we use a collaboration form that ask particular questions of the teacher in order to get clarification of the teacher and student needs for an effective overall outcome. Just so happens that the Dick & Carey model is closely aligned to our campus library collaboration form.

The campus librarian mission in Dallas ISD is to ensure that all individuals are effective users of diverse ideas and information sources and to ensure that all individuals become lifelong learners in a rapidly changing technology-based and knowledge-rich world. As part of their standard of service librarians must seek knowledge of technological changes and integrate them effectively into the framework of the curriculum.

With this mission in mind my definition of educational/instructional technology would be the implementation and integration of technology in a manner that supports the student’s learning process. The delivery of the curriculum can be enhanced through the implementation of educational technology in a variety of ways such as the utilization of a whiteboard, mobi, mimio or turning point. These are all technological tools that expand the student learning process through prior planning and with an end result in mind.

Design element 1: Instructional Design Is Learner Center
This is addressed in Stage 5: Criterion-reference test items are questions written according to specific predetermined criteria. The student is aware of the standards for passing and in essence is competing against him or herself while completing the test. Learner-centered instruction encourages students to be responsible for their learning. This is addressed in my definition, “educational/instructional technology would be the implementation and integration of technology in a manner that supports the student’s learning process.” There may be a variety of definitions for learning process, but for me it means a continuous journey for knowledge that is different for each individual. Learning occurs knowingly and instinctively.


Design element 2: Instructional Design Is Goal Oriented
This is addressed in Stage 1: Instructional objectives are specific, measurable, short-term, observable student behaviors. Stage 2: Instructional analysis divides the goal into smaller parts to expand instruction by identifying sub-steps and subordinate concepts, knowledge and skills. This is addressed in my definition, “the delivery of the curriculum.” Curriculum delivery encompasses a variety of aspects which include creating instructional objectives and analyzing the instruction in a manner that creates an overall positive outcome for students.

Design element 3: Instructional Design Focuses on Meaningful Performance
Stage 4: Performance objectives are statements which identify the specific knowledge, skill, or attitude the learner should gain and display as a result of the training or instructional activity. Stage 6: Instructional strategy should complement the curriculum, desired student outcomes, and classroom assessment. Stage 7: Instructional materials are the materials utilized by the teacher to transfer information. This is addressed in my definition, “the delivery of the curriculum can be enhanced through the implementation of educational technology in a variety of ways such as the utilization of a whiteboard, mobi, mimio or turning point.”
When delivering a lesson, teachers must be mindful of materials (print or media) used to convey information to students, performance objectives, and their instructional strategies. As educators we know that there are different learning styles for each student. Therefore, we must develop our lessons in a manner that includes each student in the learning process. Another thing to keep in mind is the role of the teacher.

Design elements 4: Instructional Design Assumes Outcomes Can Be Measured in a Reliable and Valid Way
This is addressed in Stage 1: Instructional objectives are specific, measurable, short-term, observable student behaviors. This is addressed in Stage 5: Criterion-reference test items are questions written according to specific predetermined criteria. This is addressed in my definition, “educational/instructional technology would be the implementation and integration of technology in a manner that supports the student’s learning process.” Learning process necessitate that an assessment be completed as a part of learning. This can be a formal or informal assessment. The outcome of the assessment can require that adjustments be made in the lesson, which could mean re-teaching for student clarification.

Design element 5: Instructional design is empirical, iterative, and self-correcting
This is addressed in Stage 8: Formative evaluations provide data for revising and improving instruction, to make it as effective as possible for a large number of students. This is addressed in my definition, “technological tools that expand the student’s learning process through prior planning and with an end result in mind.

Design element 6: Instructional design as a team effort
This is addressed in Stage 5: Provides documentation of student progress for parents and administrators. This is addressed in my definition, “expand the student learning process through prior planning and with an end result in mind.” Planning involves a team effort, I believe the buzz word now is collaboration. Collaboration can be within a department, with the librarian or a teacher of another subject.