Instructional Design BlogTina Luffman, EDU255
Since I had never heard of ADDIE or Dick and Carey Model, I decided to read about these. ADDIE seems much more simplistic. There are only five parts of this system of creating instructional design: Analyze, Design, Development, Implement, and Evaluate. The Dick and Carey Model includes an entire flowchart with ten components. This system begins with identifying instructional goals. Next it addresses conducting instructional analysis and identifying entry behaviors of students. Then the instructor writes performance objectives. Next the process continues to flow through with developing criterion-reference tests, developing instructional strategies, developing and selecting instructional materials, and developing and conducting formative evaluations. Finally this model asks instructors to develop and conduct summative evaluation. Once these are complete, the instructor can revisit their identification of entry behaviors of the students and can revise the instruction for the following semester.
1) How are the two models of instructional design similar to one another?
Both follow a cyclical pattern beginning with some type of analysis and move toward some type of evaluation pattern. Both include steps to design the curriculum, develop it further, implement it into a class setting, and then to evaluate the results.
2) How do the two models of instructional design differ from one another?
The ADDIE method seems to be designed more for instructors who have already taught a course to go back and reevaluate what they have created and to make changes for the future. The Dick and Carey Model seems to be designed to initiate a new class and then to reevaluate the class over time. It seems more practical for most instructors who are new to the profession to help them get a handle on instructional design needs. Newer instructors need more detailed instructions to be successful. The ADDIE method seems like it would be more practical for an instructor who had taught before who already has a good sense of who the students are that s/he teaches on a regular basis. It would also be more simplistic and would save the returning teacher a lot of time.
3) Define the process for starting the design phase for a specific lesson you can use in your own curriculum. You should describe your potential audience (general characteristics, prior knowledge, demographics, and motivations). List any societal factors that may affect your lesson as well.
Most students coming to Yavapai College have lived in the United State for at least two years. Our demographics are not nearly as diverse as those of students at the university level. We also have more students who have learning disabilities and who are developmental learners. For these reasons, we need to design our courses primarily for English speaking students, but have links to the Learning Center and the library to help those who may need additional English speaking assistance or tutoring. We also need to design our courses with information concerning the ADA office for those with special needs.
Concerning a specific lesson, when writing an assignment where students need to use Skills Tutor, for example, I need to make sure all of the students have the visual capability to view these lessons and to be sure that there are provisions for them to do an alternate assignment if accommodations cannot be made. I have found that much of Skills Tutor is available through reader software, but sometimes it is necessary to have a tutor or an ADA assistant to help the student.
When creating the Skills Tutor lessons, I have had to enter the software program and hand-selected the assignments that specifically meet the goals for the students for this particular course. It is also necessary to place the students at the right level of assignment. It is not practical to ask students with a fifth grade reading level to do high school reading material, for example. I make sure I design the lesson to be worth a reasonable number of points compared to other assignments in the course. When we make assignments worth too much or too little, we do definitely weigh in on how much effort they will make in completing the work.
Since I had never heard of ADDIE or Dick and Carey Model, I decided to read about these. ADDIE seems much more simplistic. There are only five parts of this system of creating instructional design: Analyze, Design, Development, Implement, and Evaluate. The Dick and Carey Model includes an entire flowchart with ten components. This system begins with identifying instructional goals. Next it addresses conducting instructional analysis and identifying entry behaviors of students. Then the instructor writes performance objectives. Next the process continues to flow through with developing criterion-reference tests, developing instructional strategies, developing and selecting instructional materials, and developing and conducting formative evaluations. Finally this model asks instructors to develop and conduct summative evaluation. Once these are complete, the instructor can revisit their identification of entry behaviors of the students and can revise the instruction for the following semester.
1) How are the two models of instructional design similar to one another?
Both follow a cyclical pattern beginning with some type of analysis and move toward some type of evaluation pattern. Both include steps to design the curriculum, develop it further, implement it into a class setting, and then to evaluate the results.
2) How do the two models of instructional design differ from one another?
The ADDIE method seems to be designed more for instructors who have already taught a course to go back and reevaluate what they have created and to make changes for the future. The Dick and Carey Model seems to be designed to initiate a new class and then to reevaluate the class over time. It seems more practical for most instructors who are new to the profession to help them get a handle on instructional design needs. Newer instructors need more detailed instructions to be successful. The ADDIE method seems like it would be more practical for an instructor who had taught before who already has a good sense of who the students are that s/he teaches on a regular basis. It would also be more simplistic and would save the returning teacher a lot of time.
3) Define the process for starting the design phase for a specific lesson you can use in your own curriculum. You should describe your potential audience (general characteristics, prior knowledge, demographics, and motivations). List any societal factors that may affect your lesson as well.
Most students coming to Yavapai College have lived in the United State for at least two years. Our demographics are not nearly as diverse as those of students at the university level. We also have more students who have learning disabilities and who are developmental learners. For these reasons, we need to design our courses primarily for English speaking students, but have links to the Learning Center and the library to help those who may need additional English speaking assistance or tutoring. We also need to design our courses with information concerning the ADA office for those with special needs.
Concerning a specific lesson, when writing an assignment where students need to use Skills Tutor, for example, I need to make sure all of the students have the visual capability to view these lessons and to be sure that there are provisions for them to do an alternate assignment if accommodations cannot be made. I have found that much of Skills Tutor is available through reader software, but sometimes it is necessary to have a tutor or an ADA assistant to help the student.
When creating the Skills Tutor lessons, I have had to enter the software program and hand-selected the assignments that specifically meet the goals for the students for this particular course. It is also necessary to place the students at the right level of assignment. It is not practical to ask students with a fifth grade reading level to do high school reading material, for example. I make sure I design the lesson to be worth a reasonable number of points compared to other assignments in the course. When we make assignments worth too much or too little, we do definitely weigh in on how much effort they will make in completing the work.
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