After completing the two foundational courses for instructional technology and distance education (EDD 8008 and EDD 7007), I began my second semester with Instructional Design (EDD 8001). Having practiced instructional design for many years as the primary focus of my career, I approached this course with a relaxed sense of eagerness. Prior to beginning the course I had recognized that my knowledge and skill for instructional analysis were weak; therefore, I was eager to progress through this course.

One of the most common instructional design models is the Dick and Carey model. This model dissects the instructional design into various tasks which, individually, are easier to complete than if approached as a whole. The model begins with the identification of an instructional goal. This goal is the desired behavior which is to be demonstrated in performance environment. A well defined instructional goal includes a clear identification of the performer(s), the behavior(s), and the condition(s). Following the definition of the goal, an instructional task analysis and a learner and context analysis are completed. The instructional task analysis is a visual illustration of each and every task an expert would complete to complete the previously defined goal. This task analysis also aids in the identification of entry behaviors. The other analysis looks at who the learners are and what the contexts of behaviors are. Whether it be through surveys, observations, or interviews, analysis data is collected that provides the shape of the learner and the capacity and constraints of both the learning and performance environments.

Following these analyses, appropriate performance objectives are written for each instructional task. A proper performance objective clearly identifies the audience, the behavior, the condition, and the degree to which the behavior must be performed to demonstrate achievement. From these performance objectives, assessments can be developed. It is important to develop the assessments directly from the objectives because this ensures the behaviors necessary are assessed. Developing the assessments after the content has been authored has the potential to measure secondary behaviors, rather than the primary behaviors. With the assessments developed, the means to communicating (delivering) the content is developed; this is the instructional strategy. Which instructional technologies will be used to facilitate the learning? After these decisions are made, the instructional materials are either created or selected.

Prior to full implementation of this learning solution, the model suggests completing a formative evaluation. This is sometimes referred to as ‘piloting’ the course. A sample population of the learners is invited to complete the course and submit feedback about the effectiveness. This feedback aids in the determination if any adjustments need to be made. Once the learning solution is ready it is implemented. On-going summative evaluations should be used to maintain and improve the course over time.

As a practitioner of instructional design, I had previously used the ADDIE model. This model is similar to the Dick and Carey model; however, it lacks the instructional focus included in the Dick and Carey model. As I continue practicing instructional design, I have adopted and implemented the Dick and Carey model for its completeness and achievable nature.