ADDIE VS. DICK & CAREY

ADDIE DICK & CAREY ADDIE/DICK & CAREY

ADDIE

Foundation of over 200 models and part of each plan. Addie is an acronym used for Analysis, Design, Development, Implementation, and Evaluation. Detailed model expanded from
Addie. Very rigorous choice for insuring the mastery of the learner’s performance.

(Donaldson, 2009)

ADDIE/DICK & CAREY

Both Modules are used for organizational purposes.
Named Instruction Design ID
Technology and instructional materials are used at every level.
Instructional Systems Design ISD

Originally used for training in the military and then adopted by theorist Robert Gagne.

(Molenda, 2003).
Systems Approach

DICK & CAREY

Two men are attributed with the development of this model.

Walter Dick & Lou Carey developed the Systematic Design and Instruction Model (SDI) in 1968.

(Cowell, C., Hopkins, P., McWhortor, R., Jorden, D. Nov. 2006).

Systems Approach

Each can be used to improve human performance. High quality instructional materials are seriously considered. The most important element is the learner
The design considers what to teach and in which order. (Scope and Sequence).

A ten step process is considered.
Problems are first analyzed for instructional purposes and a problem is identified.
Implementation is to happen throughout the design with a simple vision to start.

1.Determine instructional goals.
2.Analyze the instructional goals.
3.Analyze the learner /context.
4.Write performance objectives

The process looks at what the learner “needs to know “rather than what the learner “wants to know”.

(Design & Instruction, 2007)

Chunks of information are taught and then analyzed and developed and adapted.

5.Develop assessment.
6.Instructional strategy.
7.Develop instruction/materials.

Information needed to perform the task is considered first.
Components of the process are used simultaneously or apart.

Context is in the business, medical, government, and military. Can be used in educational setting.
8. Formative Evaluations.
9. Revise Instruction.
10.Summative Evaluations.

Often criticized:

“the systems approach utilized is too focused on specific objectives to be used in the development of instruction supporting higher level thinking and active construction of Knowledge.
(Gagne, Wager, Gola, & Keller, 2005)

Content learning is connected to “real world events”.

Factors that are considered:

A. Levels of readiness, and need.
B. Appropriate strategies.
C. Technology
D. Support
E. Measured Achievement
F. Revisions

(Design & Instruction, 2007)p.6

Creative process implementation is taught along the way and is just as important as the objectives planned. All “bases must be covered” in order to have complete performance. A “double loop” approach defines the process. The why and the way we learn expected. (Donaldson, 2009). Context can be use in the medical, educational, business, government, and military. Task analysis in considered.
Instructional Objectives Developed
Goals are created from the perspective of where the learner is at. Design is matched with the need of the individual learner.

Components are to be used together and not in isolated steps.
(Design & Instruction, 2007)p.21


Cowell,C., & Hopkins, P., WcWhorter,R., Jorden, D., Alternative Training Models Advances in Developing Human Resources San Francisco Nov. 2006.(8) Issue4; pg 460.

Morrison, G., Ross, J., Kemp, J., (2007) Designing Effective Instruction 5th Ed. MA, John Wiley & Sons Inc.

Perspectives on Instructional Design Laureate Education, Inc.