Instructional Design Document Using the Dick, Carey & Carey Systems Approach Model

Description:

This IDD describes the detailed procedure for creating and implementing the online learning module, allowing the faculty teachers to cover their needs. The main reason for this module is to train teachers with basic skills and proficiency of the Dick, Carey & Carey systems approach model for designing instruction. The systemic model is highly famous for its systematic nature, where the stages of instructional design practice, like analysis, design, development, implementation, and evaluation, are the backbone of instructional design (Surayanah et al., 2020). Accessibility and flexibility are the key features of the module that will be delivered exclusively online by the university’s Learning Management System (LMS). The authoring system Storyline 360, widely regarded for its versatility and ease of use, is employed in this course to deliver interactive and immersive learning experiences. Under this project, the first target is faculty training to enable them to acquire the primary skills, strategies, and ideas using the Dick, Carey & Carey (DCC) model in their classes as a way of improving the quality and effectiveness of teaching practices.

Instructional Goal: The programmatic aim of this module is to provide the faculty of teaching with the concept of the Dick, Carey & Carey systems approach model, which is used for designing instruction.

Terminal Course Objectives:

1. After completing the module, faculty teachers will be able to explain how the Dick, Carey & Carey system’s approach model is composed.
2. Faculty teachers will be able to use the Dick, Carey & Carey model to develop standards for instructional courses.
3. Faculty teachers will demonstrate their proficiency in applying the Dick, Carey & Carey model for evaluating and revising the existing instructional materials to achieve their effectiveness.

Enabling Objectives:

1. Explain the main steps of the DCC system of Care model.
2. Identify the purpose and activities used in each stage of the Dick, Carey & Carey model.
3. Undertake Scenario-based analysis on instructional design to determine opportunities for application of the DCC model
4. Create a sample curriculum unit sample based on the Dick, Carey, & Carey model that has objectives, assessments, instructional strategies, and evaluation methods.

Instructional Units:

1. An introduction to the Dick, Carey & Carey Systems Approach Model as a basis of introduction.
2. Application of the Dick Carey & Carey Model for Instructional Design.
3. Practice of implementing and evaluating the Dick Carey and Carey Method

Overview of Content and Performance Tasks:

Unit 1 will introduce faculty teachers to the Dick, Carey & Carey model, covering its history, principles, and stages. 

The first unit is the basic module or introduction to the approach of design for instruction by Dick, Carey, and Carey. This unit presents a detailed overview of the model’s history, principles, and stages, thus supplying a practitioner with the necessary knowledge of the concepts’ framework and practical implications. In the content of Unit 1, the Dick Carey & Carey model’s key contributors and milestones that contributed to its development will be highlighted. Faculty teachers will be able to see the foundation, the theory of the framework, how it is structured, and the alignment of the framework to instructional design principles and theories. On top of that, Unit 1 will explain the primal issues which support the Dick, Carey & Carey model and deliver the ideas as learner analysis, task analysis, instructional objectives, and assessment strategies. Participants will investigate how the guiding principles influenced the systematic construction of the model, resulting in a deeper comprehension of the model’s efficacy in accomplishing the objectives of diversified learning. The first phase involves analysis, design, development, implementation, and assessment. The unit will also present the stages based on Dick, Carey, and Carey’s model. Faculty members will be more proficient in overseeing every instructional design phase. The ideas of evaluation and its improvement are crucial to this iterative process. To implement the learning goals, Unit 1 performance activities can be carried out through interactive conversations, case studies, multimedia materials, and formative evaluations. At the end of Unit 1, the faculty teachers will have established a firm grasp of the DCC model, which will act as the foundation for further insight and application in the subsequent units.

Unit 2 will focus on how the model can be applied in instructional design, including objective identification, developing instructional strategies, and creating assessments. 

Unit 2 is structured to focus on how the application of the DCC model can be done in practice, especially when designing instructional material. This section aims to give faculty members the tools they need to use the model in their skill-building exercises successfully. The actions involved in creating assessments that are tailored to the intended performance indicators, organizing instructional activities, and creating learning objectives will be the focus of the second course. Participants will acquire the capacity to accurately assess students in order to develop measurable and understandable learning objectives. They will also gain expertise in various delivery methods and pedagogical approaches for students in various learning contexts and styles. Assessments that measure students’ performance and ability with respect to the preset goals will be made using Unit 2.

Performance tasks in Unit 2 could involve solving challenge-based cases where staff members apply the Dick, Carey & Carey model to design instructional units or lesson plans. Participating in group projects designed to help them create instructional materials that incorporate the concepts and strategies they have learned is another option open to learners. Similarly, formative assessments and reflective activities are included to provide opportunities for self-assessment and feedback. At the end of the second unit, the faculty will be prepared to apply theoretical concepts received in the session to apply methods and approaches, which will work to improve the quality of their teaching and learning.

Unit 3 will provide opportunities for faculty teachers to implement the Dick, Carey & Carey model in their instructional design projects and evaluate its effectiveness.

Unit 3 is to offer our faculty teachers direct opportunities to use this Dick, Carey, & Carey systems approach model in their instructional design projects. The content of Unit 3 will aim to guide the participant’s instructional design projects, from start to finish, using the Dick, Carey & Carey model. Each participant will be required to choose a project that they desire and ensure that it reflects their context of teaching and professional interests. In this unit, they will carry out steps including the need analysis of the learners, developing suitable instructional objectives, creating strategies they will apply in instruction, creating materials for use in learning, and creating assessments. Unit 3 will also focus on how the faculty can use the model to undertake systemic evaluation and reflection in the instructional design process. Hence, they will be exposed to strategies to examine their instructional designs as they place reality on various assessment tools, including formative and summative tests. They will give learners’ performance data, collect learners’ and stakeholders’ feedback, and critically consider the strengths and weaknesses of their instructional designs.

Performance tasks include developing and implementing an instructional unit or lesson plan based on the Dick, Carey & Carey model. The course participants will be required to keep a record of the design process, reason for instructional decisions, and evaluation findings. Furthermore, learners may also give their peers a review during activities or workshops and offer comments and suggestions. By the end of Unit 3, the content instructors will have developed knowledge of using the model in their project designs and come up with ways of evaluating their work. They will be furnished with the requisite knowledge, skills, and motivation to effectively adopt systematic instructional design approaches in their teaching and learning environment beyond the duration of the program.

Target Audience Description: The audience of this online learning module is the teaching faculty at that institution. These individuals could have different levels of experience with the core principles of instructional design, but they aim to develop their abilities to apply these concepts systematically further.

Development Plan and Timeline:

• Week 1: Research and content production for the Unit 1.
• Week 2: Development of Sessions 1 Interactive Activities and Questions.
• Week 3: Contents preparation and interactive components added for Units 2 and 3.
• Week 4: Completing module content, review, and test run Pilot.
• Week 5: Pilot testing and progress evaluation through feedback.

Pilot Audience: The pilot audience for that module will consist of a small group of teacher faculties who will review the review and test it during Week 4. The information they provide will be used in the revision, if any, before the final delivery.

The pilot audience is a significant source in refining and perfecting the online learning module before its final launch. The pilot audience will be a cross-section representation of the possible users, including individuals from different levels of experience and expertise in instructional design. In Week 4, the pilot audience will act as the target audience by directly interacting with the module’s content, interface, and tests while the latter is being developed for actual use. They will be guided through the course, complete the assigned tasks, and give feedback about their user experience from the module and learning outcomes. This feedback could span several module areas, e.g., the clarity of content, the user-friendliness of the platform, the efficiency of teaching strategies, and the relevance to learning objectives.

The responses that the pilot audience will provide help to provide a basis for the improvements in the module’s performance. The instructional design team will, after that, be able to assess, correct, and ultimately resolve any issues, uncertainties, or interface difficulties that will arise in interactions with the users. In order to make sure that the final version of the module is suitable and can meet the preferences and needs of the target population, faculty professors in this program will be actively involved in the pilot phase. Following the pilot phase’s testing, it will be the prerogative of the instructional design team to make adjustments to the module by utilizing the feedback that they will obtain from the pilot audience. This input will identify areas that require changes and improvements, especially as it relates to the module’s functionality, structure, and content. Before rolling out to the overall audience, the pilot audience will be used with the aim of improving efficiency, user experience, and general quality.

Method of Evaluation:

The evaluation process for the instructional design document (IDD) will include examining whether the project complies with the set standards, ensuring that the terminal objectives are consistent with the overall objectives, enhancing the precision and unity of instructional elements, and checking how efficiently the proposed instructional strategies and assessments are. First, meeting project standards guarantees a risk-free implementation of the existing rules and regulations. The evaluation of the IDD will check its capability of communicating and directing the overall instructional objectives and goals and ensure that the instructional materials, activities, and assessments bear alignment with the objectives. Moreover, the assessment will also examine the consistency and organization of lessons, focusing on the structure and logical sequencing of content in each unit. In addition, the analysis will cover the effectiveness of proposed instructional strategies and textbook assessments to reveal their alignment with best practices in instructional design and pedagogy. Using these criteria, the assessment of this design aims to determine the values of quality and effectiveness to be observed in most principles.

Project Standards: The instructional design document will follow the standards that Storyline 360 has defined for online course development, including accessibility, interactivity, and user engagement. Through compliance with the IDD, the online learning module becomes accessible to several learners representing different socio-economic profiles, including those with disabilities or special needs. At the same time, the interactivity focus is intended to ensure that the program will be involved and engaging, thus utilizing the interaction features of Storyline 360 to promote active participation and knowledge retention. Besides, engaging the user keeps the module in the learners’ interest by paying attention to the whole learning process, thus ensuring the learning material is efficacious (Powell, 2023). In summary, working with the Storyline 360 standards helps us determine the future directions of course design. The IDD ensures the framework for building a course that is accessible, interactive, and engaging, which ultimately leads to optimal learning outcomes for the participant.

Theories and Strategies That Informed Decision: The instructional design of the online learning module is based on assumptions about adult learning theory, cognitive load theory, and instructional design models like the Analysis, Design, Development, Implementation, and Evaluation (ADDIE). The trainers will adopt strategies including chunking content, provision of learning engagements, and utilization of multimedia elements to develop competent faculty teachers. Adult learning theory is known for its focus on ensuring that learning is self-directed, can relate to adult life, and that the application of information is practical enough to accommodate the preferences and characteristics of adult learners. Another theory that affects the design is the cognitive load theory, which seeks to ensure that the delivery of content is done in small and manageable chunks such that it is provided in a way that avoids overloading the cognitive load of the learners. Moreover, the ADDIE is suitable for this project as it is known to develop and employ efficient, methodical materials (Bamrara, 2018). One technique that simplifies comprehension and retention of complicated material is the chunking approach, which ensures that information is divided into small sizes, which makes it easy to remember. Encouraging participants to be active in the lesson is one method to make the learning process more exciting and interactive. Participants will be allowed to have discussions, do exercises, and analyze simulations, aiming to improve their comprehension and application capacity. Furthermore, various multimedia elements, like videos, animations, and interactive simulations, will be used, which help to enhance the participants’ engagement and overall understanding of the concepts they are introduced to. These practices and theories will be combined to ensure the model provides a practical and dynamic online learning experience that will auger well with the diverse needs and preferences of faculty staff.

References

Bamrara, A. (2018). Applying Addie model to evaluate faculty development program. Issues and Ideas in Education, 6(1), 11–28.

Powell, T. M. (2023). Storyline 360. CALICO Journal, 40(2), 277–288.

Surayanah, Dantes, N., Suastra, W. & Marhaeni, I. N. (2020). Higher Order Thinking Skills (HOTS)-Oriented Teaching for Enhancing Student’s Science Process Skills in Madrasah Tsanawiyah. Asian EFL Journal, 3, 1-90. https://asian-efl-journal.com/wp-content/uploads/AEJ-GCTALE-Volume-3.pdf#page=45