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An overview of the Dick and Carey Model

The Dick Carey and Carey Model of Systemic Design of Instruction

What is Instructional Design

According to Reiser, Dempey, 2007 instructional design is “a systemic process that is employed to develop education and training programmes in a consistent and reliable fashion.” Merill, Drake, Lacy, Pratt, 1996 states that it can be viewed as a basis for creating modules or lessons which: -	Boost and improve the possibility of learning -	Enable the acquiring of knowledge and skill to be more efficient, effective and appealing -	Foster the engagement of learners to learn faster and achieve deeper levels of understanding. Therefore, instructional design can be described as a process of acquiring knowledge and skill through the creation of effective, efficient and appealing learning processes. Bednar et al, 1995 promotes an interwoven development of theories of instructing where learning is a needed tool for good instructor preparation. Achieving the desired outcome and more importantly the relationship between instructor and the learner are measures of the effectiveness of any instructional process.

The Dick Carey and Carey Model

Research in education have brought about several learning theories and instructional models. One known and popular model in the instructional and educational field is the Dick Carey and Carey Systems Approach Model. This model is based on a systemic approach to instruction. According to Dick and Carey, (2005) “a system is technically 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 reached.” If the desired goal is not achieved, then the system is modified until the desired outcome is achieved. It relates to instruction in that instruction is viewed as a system, the purpose being to bring about learning. The instructional design model was developed by Walter Dick, Lou Carey and James Carey. Walter Dick Walter Dick was an undergraduate from Princeton University who gained his doctorate from Penn State University in educational psychology proceeding to teach at Florida State University. He was strongly influenced by Robert Gagne who advised and mentored him. He eventually became his research assistant for some time. Walter later worked in industry for a while and was eventually invited to join the faculty of Florida State where he taught a course in programmed instruction. During his tenure at Florida State University he became acquainted with Lou Carey who was his student. The two authored a book entitled The Systematic Approach to Instruction. This book was revised several times and has had eight publications from 1978 to 2014. Lou and James Carey As previously mentioned Lou Carey was a student of Walter Dick. She became Dicks research assistant and later a faculty member of Florida State University and co-authored the book on the Systematic approach to Instruction. They described the model in their 1978 publication of this book. James Carey was husband to Lou Carey and had expertise in educational and media technology. He was also a computer programmer. He assisted in designing the new model by including technology as part of the process. The most recent publication of their book, (The Systematic Design of Instruction, 2005) placed emphasis on technology in the process of instructional design.

Development of the model

At the time that Dick and Carey taught at the Florida State University the accepted model of instruction was the ADDIE model. Russel, (2000) states that Dick had been interested in programmed instruction while at Penn State. Bob Morgan with focus on building top instructional design programme in the county brought in Robert Gagne, Les Briggs and Bob Reiser to help develop the programme. They renamed the programme instructional systems. As a result, Dick was asked to teach a course in programmed instruction. Dicks methodology was to assign varied readings, however he had no textbooks. One of his students Lou Carey suggested the publication of a book and helped him develop that book. It was then that the Dick Carey and Carey model of instructional design was developed. The model was first introduced in 1978 and borrowed from the ADDIE Model, the behaviourists theory, the CIP approach of Robert Gagne and constructivism. It was introduced to observe learner centred instruction as a systematic process. The phases of the ADDIE Model were included into a comprehensive process that involved the learner, environment, objectives, instructional strategies, media, evaluation, feedback and self-correcting processes.

Explanation of the Model

Significant contribution was made to instructional design by Dick and Carey viewing instruction as a complete process, focusing the instruction on interactive relationships of components which include content, context, learner, material and instruction. Dick et al, 2005 states “components such as the instructors, learners, materials, instructional activities, delivery system and learning and performance environments interact with each other and work together to bring about the desired student learning outcome.” According to Piskurich, 2006 most instructional design models follow the ADDIE process. The Dick and Carey model goes further to deconstruct the instruction into smaller components or objectives that collectively form the competence to be acquired. It was founded on the view that there is a reliable link between stimulus (instructional material) and response (learning of the materials). Following the behaviourist approach the model fosters the need for designers to identify the sub skills that must be mastered to allow the intended behaviour to be learnt and to select the stimulus and strategy which will achieve each sub skill. As proposed by Dick and Carey the main reasons for the systems model include 1.	Each component in the system is linked carefully to each other. 2.	The process is empirical and replicable 3.	Focus is placed on the prerequisites to begin instruction 4.	The focus is on what the learner is expected to learn or do by the end of the course 5.	Skills and knowledge are thoughtfully taught 6.	Conditions for learning are considered 7.	It holds a vast variety of potential users which include teachers and other stake holders involved in instructional design. To carry out an effective instructional systems design, Dick and Carey, 2005 developed a set of procedures and techniques that an instructional designer should apply to design, develop, evaluate and review instruction. The model consists of ten major components which include 1.	Identify instructional goals Instructional goals are usually broad statements which identify what must be accomplished. They describe what the learner must achieve at the end of the learning experience. 2.	Conduct instructional analysis Identify what the learner knows and what is required of the learner at the end of instruction and the necessary steps to be taken to help the learner achieve that task. 3.	Analyse learners and context Identify learner characteristics, that is their culture, demographics, attitudes, skills, knowledge, experience and motivation levels. This vital information influences several succeeding steps in the model especially the instructional strategies to be used. 4.	Write performance objectives Are the specific statements derived from the instructional analysis and entry behaviours. Performance objectives describes what the learner must achieve at the end of any instruction given. These objectives identify the skills and the conditions under which the skills must be performed. 5.	Develop assessment instruments Assessment is based on the written objectives. It measures the leaners ability to perform the described objectives. There is an interrelation between objectives and assessment. The objectives always influence the assessment requirements. 6.	Develop instructional strategy Identify the strategies to be implemented to help achieve the performance objectives. It includes all the learning activities that will help transfer the knowledge and skills identified in the objectives. The activities must be sequenced to provide the best learning experience and environment. 7.	Develop and select instructional materials After instructional strategies are developed, these strategies are used to produce instruction. All materials, including textbooks, modules, instructors guide and other forms of media to be used are included. 8.	Design and conduct TBE formative evaluation of instruction After the draft for instruction has been completed then a series of evaluation must be conducted to determine how to improve instruction. The evaluation is used to collect data to help improve instruction. There are basically three types of evaluation; namely one to one evaluation, small group evaluation and field evaluation. Each method of evaluation provides a different type of information to help improve instruction. 9.	Revise instruction The data from each form of evaluation is used to identify difficulties in the instruction. This data is analysed and used to revise difficulties and deficiencies in the instruction. In considering collected data it is vital to review statements of performance objectives. 10.	Design and conduct summative evaluation Summative evaluation is not part of the evaluation process but it judges the effectiveness of the instruction by the analysing and revising learners’ outcome. It judges the effectiveness of the entire programme with specific focus on the outcome.

Furthermore, the Dick and Carey model is a model for individual design learning as well as group design instruction. Whether the instruction is teacher cantered or student directed in nature it is essential to note that the model is to design instruction and not to serve as delivery method.

Advantages and Disadvantages of the Model

There are several advantages of using the Dick and Carey model. Some of these advantages are: -	The model can be implemented in almost any context -	Adjusts well for changes in theory and technology -	Can withstand the test of time because it has been used and in existence for a very long time. -	Provides a cycle of feedback that allows the designer to remedy problems in the instruction. There are also some disadvantages to the model: -	Does not allow for mistakes -	Is time consuming and costly -	It’s too linear -	Best suited for novice rather than expert designers -	Best suited for K to 12 learners -	Best used at the unit level rather than mass instructional levels -	Requires multiple logarithms for complex situations An individual instructor who has day to day instructional responsibilities can utilize the process to develop lesser amounts of written or mediated instruction. The process can be used effectively and efficiently to pull out material from existing data to design instruction which is not material based. Basically, every instructor finds the model useful in obtaining feedback and obtaining insight in learners. But it may pose some difficulty for a single instructor to carry out the entire model on his own. The instructional designer is trained in the use of a systemic approach to designing new or already existing systems. Their duty is to create replicable instructional programmes that are effective with learner groups by working with teams which include content analyst, media production specialist, evaluation specialist, manager and a technician.

Publications about the Dick, Carey and Carey Systems Model

Several studies have been conducted on the effectiveness of the model. In addition, many persons have published information on the model itself and its use within the context of education. Three of these publications are as follow: -	Educational Research (ISSN 2141-5161) vol.3 (3) pp. 277-283, March, 2012 In this journal Hassan Bellow and U.O Aliyau conducted a study to determine the effects of Dick and Carey instructional model on the performance of electrical/electronics technology education students in some selected concepts in technical colleges of Northern Nigeria. The model proved to be more efficient rather than traditional lecture methods readily adopted by teachers at the higher institutions of learning.

-	Analysis of Three Instructional Design Models- Research De-research.com/PhDFinalPapers/CT_3IDModels.pdf

This article analyses and describes three models. The Dick and Carey model is one of the models described. The author explains that the model is one of the most influential instructional design models. It is noted that the model follows a linear structure and the individual processes cannot function alone.

-	Dick and Carey Model by Leslie Kurtak, 2008. Kurtak created a concept map to explain the model. In his map, he describes the model as a golden standard of systems oriented models. He states that the model is adaptable to many environments which can be applicable across several context areas.

References: Bello, H, and Aliyu, U. O. (2012). Effect of ‘Dick and Carey instructional model’ on the performance of Electrical/electronics technology education students in some selected concepts in technical colleges of northern Nigeria. Retrieved at http://www.interesjournals.org/full-articles/effect-of-dick-and-carey-instructional-model-on-the-performance-of-electrical-electronics-technology-education-students-in-some-selected-concepts-in-technical-colleges-of-northern-nigeria.pdf?view=inline Burgess, M. (2013). Dick and Cary Systems Model of Instructional Design. Retrieved at http://etec.ctlt.ubc.ca/510wiki/Dick_%26_Carey_Systems_Model_of_Instructional_Design#History Dick, W., Carey, L. (1996). The Systemic Design of Instruction. (4th ed.). New York: Harper Collins College Publishers Dick, W., Carey, L. (2000). The Systematic Design of Instruction Glenview, IL: Scott, Foresman, and Company. Dick, W., Carey L., James O. (2005). The Systemic Design of Instruction. (6th ed.). Boston: Pearson/ Allyn &Bacon Merrill, M. D., Drake, L., Lacy, M., & Pratt, J. (1996). Reclaiming Instructional Design. Available at:http://mizanis.net/edu3105/artikel/Reclaiming.pdf Piskurich, G.M. (2006). Rapid Instructional Design: Learning ID fast and right.