QIM 501- INSTRUCTIONAL DESIGN AND DELIVERY
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Transcript of QIM 501- INSTRUCTIONAL DESIGN AND DELIVERY
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QIM 501- INSTRUCTIONAL DESIGN AND DELIVERY
Dick & Carey Dick & Carey Instructional Design Instructional Design
ModuleModule
Prepared by :-
Omar Abdullah M. Al-Maktari
PQM0025/08
Lecturer :-
Dr. Balakrishnan Muniandy
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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
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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
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Assess needs toIdentify goals
ConductInstructional
analysis
WritePerformanceObjectives
Design and Conduct
Formative Evaluation of
instruction
Design andConduct
Summativeevaluation
DevelopAssessmentinstruments
Develop and Select
Instructionalmaterials
Develop Instructional
strategy
Analyze learnersAnd contexts
ReviseInstruction
Dick and Carey Model
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Assess Needs to Identify Goal(s)
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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
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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
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Conduct Instructional Analysis
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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?
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Analyze Learners and Contexts
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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
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Write Performance Objectives
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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 identified.
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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 floor from wall to wall.
Subordinate objectives: (Skill or behavior from instructional analysis)
- Accurately measure perimeter of the room
- Diagram the floor plan proportionately from measurements
- Calculate the area using appropriate geometric formulas
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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
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Develop Assessment Instruments
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Develop Assessment Instruments
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 configurations, students calculate area
Instruments are based on the objectives and measure students’ ability to perform what is described in the objectives:
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Instructional Strategy
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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
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Instructional Strategy
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Select of Instructional Materials
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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.
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Formative Evaluation
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Formative Evaluation
Goal is to collect data to identify how to improve instruction
- one-to-one evaluation
- small-group evaluation
- field evaluation
Not assessment of the learner, but of the instruction
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Formative Evaluation
The methods mentioned can be difficult 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?
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Revise Instruction
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Revise Instruction
Data from formative evaluation is analyzed to:
- identify difficulties learners had in achieving objectives
- relate these difficulties to specific deficiencies in instruction
- re-examine validity of instructional analysis and assumptions
about learner characteristics
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Summative Evaluation
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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.
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Reference•http://www.opencontent.org/wiki/index.php?title=Dick_%26_Carey
•http://www.gse.pku.edu.cn/jxsj/materials2/Dick%20&%20Carey.htm
•http://free-books-online.net/index.php?keyword=the+systematic+design+of+instruction&filetype=pdf&page=results
•http://aritzhaupt.com/resource/perf_objs_id/background/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. Boston:Allyn & Bacon, 2004.