What are the steps of the instructional design process?

Q. What are the steps of the instructional design process?

The instructional design process is fundamental in ensuring that educational materials and experiences are both effective and efficient. Among the most widely known and respected models for instructional design are the Dick and Carey Model and the Kary Model. These two frameworks have made significant contributions to the field of instructional design by providing structured, systematic approaches to the creation of instructional materials that can be used in various educational settings, including face-to-face learning, online education, and blended learning environments. These models emphasize careful analysis, detailed planning, and rigorous evaluation to produce meaningful and effective learning outcomes.

The Dick and Carey Model, developed by Walter Dick and Lou Carey in the 1970s, is a comprehensive and systematic instructional design framework that focuses on creating clear and measurable objectives for instruction and aligning instructional strategies, assessments, and activities to achieve those objectives. The model is particularly known for its iterative and flexible nature, as it encourages designers to continuously assess and revise instructional materials to ensure that they meet learner needs. The Kary Model, on the other hand, focuses on the interaction between various components of the learning process and the ongoing evaluation of instructional effectiveness. Both models are valuable tools in instructional design, but they differ in their focus and methodology. Below, I will provide an in-depth explanation of both models, their main steps, and their application in designing instructional materials.

The Dick & Carey Model of Instructional Design

The Dick and Carey Model is an approach that focuses on a systematic and structured process for designing instructional materials and experiences. The model consists of nine major steps, each of which contributes to creating a coherent, effective instructional plan. These steps ensure that the instruction is centered on the needs and characteristics of the learners, and that the instructional content is aligned with the desired outcomes. The nine steps of the Dick and Carey Model are as follows:

1. Identify Instructional Goals

The first step in the Dick and Carey Model is to identify the instructional goals, which are broad statements of the intended learning outcomes. These goals define what learners are expected to achieve by the end of the instructional program. The instructional goals should be clear, concise, and aligned with the overall purpose of the course or program. Identifying these goals sets the stage for the subsequent steps in the design process and ensures that the entire curriculum is designed with a clear direction in mind.

The instructional goals should be derived from a thorough analysis of the learners’ needs, the subject matter, and the contextual factors that may impact the instructional experience. For instance, if the goal is to teach a technical skill, the designer needs to consider what specific competencies are required for mastery and what real-world applications those skills will have.

2. Conduct an Instructional Analysis

The second step is instructional analysis, which involves breaking down the instructional goals into specific, measurable learning objectives. Instructional analysis identifies the underlying skills, knowledge, and abilities that learners need to acquire in order to meet the instructional goals. This step typically involves examining the subject matter and determining the sequence of tasks or concepts that learners need to understand and be able to perform.

An instructional analysis also identifies the conditions under which learners should be able to perform the tasks, as well as the criteria for success. For example, in teaching a writing skill, an instructional analysis would break down the writing process into smaller components, such as brainstorming, drafting, revising, and editing. Each of these components becomes an objective that the instruction should address.

3. Analyze Learners and Contexts

The third step is to analyze the learners and the contexts in which they will learn. This step involves gathering information about the learners' characteristics, prior knowledge, skills, and learning preferences. The designer needs to understand the learners’ existing level of understanding in the subject area, their cognitive abilities, and any potential barriers to learning, such as language difficulties or lack of prior experience with the content.

Additionally, context analysis considers the physical, social, and cultural contexts in which the instruction will take place. This includes understanding the environment where the learners will access the material, whether in a classroom, online, or in a hybrid setting, and how the design can facilitate learning in that specific context. For instance, if learners are in a technology-driven context, the instructional design should consider how to integrate technology effectively into the learning process.

4. Write Performance Objectives

Performance objectives are clear, specific, and measurable statements that describe what learners are expected to do as a result of the instruction. These objectives specify the observable behaviors or skills that learners should demonstrate and the conditions under which they should be able to perform those behaviors. The performance objectives provide direction for the design process, guiding the selection of content, instructional strategies, and assessments.

Each performance objective generally includes three components: the behavior (what learners will do), the condition (under what circumstances the behavior will occur), and the criteria (the level of performance required). For example, a performance objective might state, "The learner will be able to write a five-paragraph essay (behavior) with no more than five grammatical errors (criteria) after using the provided online grammar-checking tool (condition)."

5. Develop Assessment Instruments

The next step in the Dick and Carey Model is to develop assessment instruments to measure whether learners are achieving the performance objectives. These assessments are designed to provide feedback to both the instructor and the learner regarding the degree to which the learning objectives have been met. The assessments should be aligned with the specific performance objectives and should measure the learner's ability to demonstrate the intended behavior.

Assessment instruments can take various forms, including quizzes, tests, projects, presentations, or portfolios. The key is that these assessments should be designed to provide valid and reliable measures of learner progress. Additionally, the assessments should be structured to provide formative feedback (during the learning process) and summative feedback (at the end of the course or program) to help inform decisions about future instructional improvements.

6. Develop Instructional Strategy

Based on the performance objectives and the learner and context analysis, the instructional strategy is developed. This step involves selecting appropriate teaching methods, delivery formats, and materials that will best help learners achieve the performance objectives. The instructional strategy needs to consider various teaching methods, including lectures, discussions, demonstrations, simulations, or problem-solving exercises.

In distance education, for example, instructional strategies might include the use of multimedia content, such as videos and interactive simulations, and collaborative tools such as online discussion forums and peer assessments. The strategy should also specify how learners will engage with the content, how the instructor will provide feedback, and how learners will participate in active learning.

7. Develop and Select Instructional Materials

This step involves creating or selecting the instructional materials needed to support the delivery of the instructional strategy. These materials may include textbooks, worksheets, multimedia presentations, online resources, and learning modules. The materials should align with the performance objectives, be suitable for the learners' needs, and support the instructional strategies selected in the previous step.

For instance, if the goal is to teach writing skills, instructional materials might include sample essays, grammar guides, writing prompts, and tools for peer review. The key is to ensure that all materials are engaging, accessible, and aligned with the learning objectives.

8. Design and Conduct Formative Evaluation

Formative evaluation involves testing the instructional materials and strategies with a small group of learners before they are fully implemented. This evaluation provides feedback on the effectiveness of the instructional design and allows for adjustments to be made to improve the materials or the overall instruction. During this phase, designers gather feedback from students and instructors to identify areas of improvement and ensure that the instructional strategy is working as planned.

Formative evaluation often takes the form of pilot testing or prototyping, where small sections of the course or program are tested in real-time with actual learners. This process helps to refine the materials, make necessary adjustments, and ensure that the design meets learners' needs before the full-scale implementation.

9. Design and Conduct Summative Evaluation

Summative evaluation occurs after the instructional program has been fully implemented. This phase involves assessing the overall effectiveness of the instruction in terms of achieving the desired learning outcomes. Summative evaluation may involve analyzing learner performance on assessments, gathering feedback from students and instructors, and reviewing the effectiveness of the instructional materials.

The summative evaluation serves as the final evaluation of the instructional program and helps to determine whether the objectives were met and whether the course was successful overall. The results of this evaluation can then inform future instructional designs, providing a feedback loop for continuous improvement.

The Kary Model of Instructional Design

The Kary Model, developed by instructional design expert Dr. David Kary, takes a more interactive approach to instructional design. It emphasizes the relationship between the learner, the teacher, the instructional content, and the context in which learning takes place. The Kary Model incorporates feedback loops and iterative adjustments to ensure that the instructional design is adaptable and responsive to the changing needs of learners and instructional goals.

The Kary Model is based on the idea that instruction should be a dynamic process that evolves as the needs of learners and instructors change over time. Unlike more linear models, the Kary Model emphasizes continuous evaluation and adjustment of the instructional process. Key elements of the Kary Model include:

1. Needs Assessment: The Kary Model begins with an assessment of learner needs, including understanding their prior knowledge, skills, learning styles, and expectations. This assessment is critical for designing instruction that is relevant and effective.

2. Learner-Centered Design: Instructional strategies should be designed with the learner in mind, focusing on their interests, motivations, and learning preferences. The Kary Model encourages a more personalized approach to learning.

3. Contextual Considerations: The design process considers the context in which learning will take place, including the environment, technology, and cultural factors that may affect the learning experience.

4. Iterative Design: The Kary Model encourages ongoing evaluation and refinement of instructional materials and strategies, with feedback loops built into the process to ensure continuous improvement.

5. Flexible Delivery Methods: The model supports the use of diverse delivery methods, including face-to-face, online, and hybrid learning environments. The choice of delivery methods depends on the needs of the learners and the resources available.

Conclusion

Both the Dick and Carey Model and the Kary Model provide valuable frameworks for instructional designers to follow when creating educational experiences and materials. The Dick and Carey Model is highly systematic, with a step-by-step approach that ensures a rigorous, structured design process. On the other hand, the Kary Model takes a more dynamic, iterative approach, focusing on ongoing evaluation and adaptation to meet the needs of learners. Both models offer a comprehensive approach to instructional design, helping to ensure that educational programs are effective, engaging, and tailored to the needs of learners. By incorporating both models into the instructional design process, educators can create meaningful, learner-centered experiences that promote successful outcomes.