Part 1
The Dick and Carey Systems Approach Model for Designing Instruction
Key Concepts
"E-learning isn't for everyone" is an interesting phrase at the beginning of this chapter. At the heart of this subject is e-learning or distance education course for students and ways to improve or find solutions to improve e-learning outcomes. According to the readings, performance can be improved through a more productive approach with a renewed perspective that teaching and learning is a "systematic processes in which every component is crucial to successful learning." This meant that changes in one component is related to other components, therefore, it is critical to look at all components as part of the whole instructional process. This chapter noted Israelite's study as an example for e-learning failure in the context of corporate training. In this example, high tech portals and delivery technologies alone do not constitute e-learning success. It has to be accompanied by "effective learning experience" as part of instructional design. Israelite's point of view on this subject is referred to as "systems point of view." At the heart of the systems point of view is to utilize "systems thinking to analyze performance problems and design instruction."
This chapter also described the importance of defining "systems." According to the reading, " a system is technically a set of interrelated parts, all of which work together toward a defined goal." The entire system has input and output and uses feedback to make sure that the goal has been achieved. This chapter described such system in the context of the heating and cooling system in homes and managing Type I diabetes. These examples provide and overview of systems control. As such, controlling such systems in the presence of human factors could be difficult. Thus, it is necessary to identify "human differences" as part of each component and look at the whole system as a dynamic rather than static system. Overall, this chapter explained that constant study of each interacting components is necessary for the system to be effective and/or successful.
The Dick and Carey Systems Approach Model for Designing Instruction
Key Concepts
"E-learning isn't for everyone" is an interesting phrase at the beginning of this chapter. At the heart of this subject is e-learning or distance education course for students and ways to improve or find solutions to improve e-learning outcomes. According to the readings, performance can be improved through a more productive approach with a renewed perspective that teaching and learning is a "systematic processes in which every component is crucial to successful learning." This meant that changes in one component is related to other components, therefore, it is critical to look at all components as part of the whole instructional process. This chapter noted Israelite's study as an example for e-learning failure in the context of corporate training. In this example, high tech portals and delivery technologies alone do not constitute e-learning success. It has to be accompanied by "effective learning experience" as part of instructional design. Israelite's point of view on this subject is referred to as "systems point of view." At the heart of the systems point of view is to utilize "systems thinking to analyze performance problems and design instruction."
This chapter also described the importance of defining "systems." According to the reading, " a system is technically a set of interrelated parts, all of which work together toward a defined goal." The entire system has input and output and uses feedback to make sure that the goal has been achieved. This chapter described such system in the context of the heating and cooling system in homes and managing Type I diabetes. These examples provide and overview of systems control. As such, controlling such systems in the presence of human factors could be difficult. Thus, it is necessary to identify "human differences" as part of each component and look at the whole system as a dynamic rather than static system. Overall, this chapter explained that constant study of each interacting components is necessary for the system to be effective and/or successful.
![Picture](/uploads/5/9/2/9/59292341/9726061_orig.jpg)
Design Principles & Strategies
The model of instructional design is referred to as a systems approach model. Its major components are: analysis, design, development, implementation, and evaluation. These design models and processes represent the "instructional systems development" (ISD) within the umbrella of instructional design (ID).
According to Dick and Carey, “Components such as the instructor, 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 outcomes”.
The components of the Systems Approach Model are:
The model of instructional design is referred to as a systems approach model. Its major components are: analysis, design, development, implementation, and evaluation. These design models and processes represent the "instructional systems development" (ISD) within the umbrella of instructional design (ID).
According to Dick and Carey, “Components such as the instructor, 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 outcomes”.
The components of the Systems Approach Model are:
- Assess needs to identify instructional goal(s) – what learners need to master at the completion of the instruction. It also means identifying what it is the learners are expected to be able to do at the end of the instruction
- Conduct instructional analysis – to determine a step-by-step of what learners are doing when they are performing the goal; to determine what skills and knowledge are required
- Analyze learners and contexts – to identify learners’ present skills, preferences and attitude as well as the characteristics of the instructional setting; the useful information about the target population includes entry behaviors, prior knowledge of the topic area, attitudes toward content and potential delivery systems, academic motivation, attitudes toward the organization
- Write performance objectives – to specify what it is the learners will be able to do with the statements of the skills to be learned, the conditions, and the criteria
- Develop assessment instruments – to develop a criteria-referenced assessment consistent with the performance objectives
- Develop instructional strategy – to develop strategies in pre-instructional activities (motivation, objectives and entry behavior), presentation of information (instructional sequence, information, examples), learner’s participation (practice and feedback), testing (pretest and posttest) and follow-through activities(remediation, enrichment, memorization and transfer)
- Develop and select instruction – to use the instructional strategies to produce the instruction
- Design and conduct formative evaluation – this means to collect data that are used to identify how to improve the instruction. Three types of formative evaluation: one-on-one, small-group, and field trial.
- Revise Instruction – Revision is an on-going process and not a one-time event. This step is about using the data from the formative evaluation to examine the validity of the instructional analysis, learner and context analysis, performance objectives, assessment instruments, instructional strategies, and instruction.
- Design and conduct summative evaluation – This step means to measure the value and success of the instruction.
Part 2
Reflection
As a campus librarian, I have created library instruction for students. As an example I've created an eCourse copyright provisions in U.S. law that have particularly strong impacts on public access to information, particularly with regard to libraries and library users. In this task, I've considered the core values of the library profession concerning open access to information. I've also developed concrete skills to help libraries flourish in the digital age of copyright, including advocacy skills.
For the most part my instructional tool lacks the design as advocated by Dick and Carey. Although, I understood the broad developments that affect access to information such as international copyright relations, the open access movement, and creative commons, I was not able to develop assessment instruments and performance statements. I thought I've created an effective instruction. However, after studying this chapter, I'm not even close to creating an effective instructional design. Yes, I've created a tool for library users, nevertheless, it lacks all the tools that Dick and Carey talked about in this chapter about the systems approach model of ID.
I will follow Dick and Carey's model and somehow develop an instructional design which involves analysis design and evaluation so that library users may appreciate emerging issues in licensing and digital rights management that have enormous implications for content control above and beyond copyright concerns.
After taking online classes before, I can't help but compare my online courses in relation to Dick and Carey's model. Sometimes, I thought it was my fault and that I'm not smart enough or motivated enough. These things contributed to how I feel about online courses. Did I really learn anything from the online course? Was it effective? How much did I retain? And what else if anything can be improved. Overall, designing instruction is more complex. This chapter in the Dick and Carey's model have explained so much the analysis and design involved in this systematic process.
After reading this chapter, I can't help but think about user experience too. I would like to know more about how to improve the way information is organized and presented so that we are able to increase user satisfaction and engagement. As a librarian, we want to design an instruction that help and engage students and thus, increase their satisfaction level with library services.
Reflection
As a campus librarian, I have created library instruction for students. As an example I've created an eCourse copyright provisions in U.S. law that have particularly strong impacts on public access to information, particularly with regard to libraries and library users. In this task, I've considered the core values of the library profession concerning open access to information. I've also developed concrete skills to help libraries flourish in the digital age of copyright, including advocacy skills.
For the most part my instructional tool lacks the design as advocated by Dick and Carey. Although, I understood the broad developments that affect access to information such as international copyright relations, the open access movement, and creative commons, I was not able to develop assessment instruments and performance statements. I thought I've created an effective instruction. However, after studying this chapter, I'm not even close to creating an effective instructional design. Yes, I've created a tool for library users, nevertheless, it lacks all the tools that Dick and Carey talked about in this chapter about the systems approach model of ID.
I will follow Dick and Carey's model and somehow develop an instructional design which involves analysis design and evaluation so that library users may appreciate emerging issues in licensing and digital rights management that have enormous implications for content control above and beyond copyright concerns.
After taking online classes before, I can't help but compare my online courses in relation to Dick and Carey's model. Sometimes, I thought it was my fault and that I'm not smart enough or motivated enough. These things contributed to how I feel about online courses. Did I really learn anything from the online course? Was it effective? How much did I retain? And what else if anything can be improved. Overall, designing instruction is more complex. This chapter in the Dick and Carey's model have explained so much the analysis and design involved in this systematic process.
After reading this chapter, I can't help but think about user experience too. I would like to know more about how to improve the way information is organized and presented so that we are able to increase user satisfaction and engagement. As a librarian, we want to design an instruction that help and engage students and thus, increase their satisfaction level with library services.
Part 3
Extended Knowledge
As a professional librarian ,our management courses in instructional design deals with knowing "Design Thinking." Design thinking has been described as the best way to be creative and innovate, while within the design realm, design thinking may be partly ignored and taken for granted, despite a long history of academic development and debate. In the design area, we find five different discourses of ‘designerly thinking’, or ways to describe what designers do in practice, that have distinctly different epistemological roots. Overall, this is based in theory and practice in library management. Perhaps, the powerpoint presentation on " Design thinking for Library experiences"below is able to capture the application of this knowledge.
Extended Knowledge
As a professional librarian ,our management courses in instructional design deals with knowing "Design Thinking." Design thinking has been described as the best way to be creative and innovate, while within the design realm, design thinking may be partly ignored and taken for granted, despite a long history of academic development and debate. In the design area, we find five different discourses of ‘designerly thinking’, or ways to describe what designers do in practice, that have distinctly different epistemological roots. Overall, this is based in theory and practice in library management. Perhaps, the powerpoint presentation on " Design thinking for Library experiences"below is able to capture the application of this knowledge.
http://www.slideshare.net/zaana/design-thinking-for-library-experiences
In terms of Instructional design, I think about distance education. One great example of this the popularity of they call MOOC education or massive open online course (MOOC). These are online courses aimed at unlimited participation and open access via the web. According to proponents of MOOC education, MOOC often emphasized open-access features, such as open licensing of content, structure and learning goals.
This is an article on MOOC research:
http://www.sfu.ca/~dgasevic/papers_shared/irrodl2014.pdf
http://www.sfu.ca/~dgasevic/papers_shared/irrodl2014.pdf