The systematic design of instruction dick and carey
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Transcript of The systematic design of instruction dick and carey
The Systematic Design of
Instruction- Dick and Carey
The Staff Trainer’s Blog
Cathy Cousear
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?
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.
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.
Four Types of Criterion-Referenced Tests
and Their Uses
• Entry Behavior Test
• Pretest
• Practice Tests
• Posttest
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
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
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.
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
Four Categories of Test Item
Qualities• Goal Centered
• Learner- Centered
• Context-Centered
• Assessment-Centered
Goal Centered
Learner-Centered Criteria
Context-Centered Criteria
Assessment-Centered Criteria
Types of Items
Sequencing Items
Writing Directions
Evaluating tests and Test Items
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
Developing the Response Format
• Checklist
• Rating Scale
• Frequency Count
• Scoring Procedure
Learning Components of
Instructional Design1. 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
Five Major Learning
Components1. Pre-instructional activities
2. Content Presentation
3. Learner Participation
4. Assessment
5. Follow-through activities
Summary of Learning Components
A. Pre-instructional Activities
B. Content presentation
C. Learner Participation
D. Assessment
E. Follow-through activities
Best Sequence for Developing
Instructional Strategy
Developing Instructional Material
Factors that cause compromise in
media selection
• Availability of Existing
Instructional Material
• Production and
Implementation
Constraints
• Amount of Instructor
Facilitation
Components of an Instructional
Package
• Instructional Materials
• Assessments
• Course Management
Information
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
Goal-Centered Criteria for
Evaluating Materials
Learner-Centered Criteria for
Evaluating Material
Learning Centered Criteria for
Evaluating Materials
Context-Centered Criteria
Steps in the Development of
Instruction
Design and Conduct Formative
Evaluation of instruction
Types of Data to Collect
Field Trial
Formative Evaluation in the
Performance Context
Formative Evaluation Activities
Revising Instruction