ISD Knowledge Base / Instructional Design & Development /
Instructional Systems Design Models

Instructional Systems Design (ISD) Models are the systematic guidelines instructional designers follow in order to create a workshop, a course, a curriculum, an instructional program, or a training session. ISD Models are visualized representations of an instructional design process, showing the main elements or phases, and their relationships. More commonly known by their names, Dick & Carey Model, ADDIE Model, Kemp Model, ICARE Model, and ASSURE Model, these models share three major activities: analysis, strategy development, and evaluation.

I prefer to distinguish these ISD Models from the similarly named Instructional Design models (i.e., Reigeluth's Elaboration Theory), which I define as the systematic guidelines for designing and developing instruction at the unit, course, or curriculum level. Yes, there is an overlap between the two. The names are used interchangeably in the literature and teaching within the field. To help me differentiate, I consider the extent to which a model offers specifications for systems level design versus an instructional level design. Elaboration Theory offers an interesting conundrum to my dichotomy for two reasons; it uses the word theory in the name and it can be applied to multiple levels of instructional design.

For additional information about ISD Models, check out this page: ISD Knowledge Base / Introduction to Theory.

The three models (ADDIE, Dick & Carey, Kemp) included here are a very small sample of all the models that exist. The wide array of available models can be applied to the wide array of circumstances in which ISD is applied.The trio are examples of distinct approaches. The models in the graphic below are placed in a column grid to show how the differing elements of the models line up with the five basic phases: analysis, design, development, implementation, and evaluation (ADDIE!).

ADDIE is a general purpose model, most useful for creating instructional products, but also applicable for program design.

Dick & Carey model exemplifies the systematic approach to ccurriculum and program design.

Kemp's model is most useful for large-scale programs involving groups of people and multiple resources.

Explanations of each model are included below. Click on each model name in the concept map to open a new window with a full size (readable!) graphic image.

ADDIE Model

The ADDIE description and a corresponding graphic can be found in the ADDIE.pdf document.

Dick & Carey Model

Theory Systems Approach Model for Designing Instruction

Theorist: Walter Dick, Lou Carey

Elements of Dick & Carey

1. determine instructional goal — what do you want learners to be able to do when they have completed the instruction?
2. analyze the instructional goal — a step-by-step determination of what people are doing when they perform the goal and what entry behaviors are needed
3. analyze learners and contexts — context in which the skills will be learned and the context in which the skills will be used
4. write performance objectives — specific behavior skills to be learned, the conditions under which they must be performed and the criteria for successful performance
5. develop assessment instruments — based on the objectives
6. develop instructional strategy — identify strategy to achieve the terminal objective; emphasis on presentation of information, practice and feedback, testing
7. develop and select instruction —using the stated strategy produce instructional materials
8. design and conduct formative evaluation — testing of instructional materials in one-to-one, small groups or field evaluations so that the materials can be evaluated with learners and revised prior to distribution
9. revise instruction ® data from the formative evaluation are summarized and interpreted to attempt to identify difficulties experience by learners in achieving the objectives and to relate these difficulties to specific deficiencies in the materials
10. summative evaluation — independent evaluation to judge the worth of the instruction

Historical position: Based on the idea that there is a predictable and reliable link between a stimulus (instructional materials) and the response that it produces in a learner (learning of the materials). The designer needs to identify the sub-skills the student must master that, in aggregate, permit the intended behavior to be learned and then select the stimulus and strategy for its presentation that builds each sub-skill.

Brief definition: The Dick and Carey model prescribes a methodology for designing instruction based on a reductionist model of breaking instruction down into smaller components. Instruction is specifically targeted on the skills and knowledge to be taught and supplies the appropriate conditions for the learning of these outcomes.

Key terms:

needs assessment: the formal process of identifying discrepancies between current outcomes and desired outcomes for an organization

performance objectives: a statement of what the learners will be expected to do when they have completed a specified course of instruction, stated in terms of observable performances (see also Mager)

sub-ordinate objectives: an objective that must be attained in order to accomplish a terminal objective

terminal objective: an objective the learner will be expected to accomplish when they have completed a course of instruction

instructional analysis: the procedures applied to an instructional goal in order to identify the relevant skills and their subordinate skills and information required for a student to achieve the goal

instructional strategy: an overall plan of activities to achieve an instructional goal; includes the sequence of intermediate objectives and the learning activities leading to the instructional goal

hierarchical analysis: technique used with goals in the intellectual skills domain to identify the critical subordinate skills needed to achieve the goal, and their inter-relationships

formative evaluation: evaluation designed to collect data and information that is used to improve a program or produce; conducted while the program is still being developed

summative evaluation: evaluation designed and used after an instructional program has been implemented and formative evaluation completed; purpose is to present conclusions about the worth of the program and make recommendations about its adoption or retention

Instructional implications: Learning is based on mastering a set of behaviors which are predictable and therefore reliable. The correct instructional analysis and instruction will lead to demonstrable skills.

Limitations: Behavior is not predictable.

Kemp Model

Description of the Kemp Instructional Design Plan:

The oval shape of the model (as depicted in the "original" diagram) gives the designer the sense that the design and development process is a continuous cycle that requires constant planning, design, development and assessment to insure effective instruction. The model is systemic and nonlinear and seems to encourage designers to work in all areas as appropriate. For ease of explanation, the description of the model will start in the inner most sphere at "twelve o'clock" and proceed clockwise.

Identify instructional problems, and specify goals for designing an instructional program.

Examine learner characteristics that should receieve attention during planning.

Identify subject content, and analyze task components related to stated goals and purposes.

State instructional objectives for the learner.

Sequence content within each instructional unit for logical learning

Design instructional strategies so that each learner can master the objectives.

Plan the instructional message and delivery.

Develop evaluation instruments to assess objectives.

Select resources to support instruction and learning activities.

Revision encircles all nine elements of model. The two outer ovals illustrate the feedback geature, which allows the designer to make changes in the content or treatment of elements at any time during the development cycle. The idea is to improve any weak parts of the program as they are discovered to better insure learners will be able to accomplish the instructional objectives at a satisfactory level.

The nine elements form a logical, clockwise sequence as shown in the original diagram, however, the starting point and order in which the designer addresses the individual elements is not predetermined. The use of the oval as a visual organizer underscores this purpose. Designers may use the model flexibly to suit their own needs. The elements are not connected with lines or arrows, which would indicate a linear, sequential order. All programs or projects may not require all nine elements.

The word element is used as a label to describe each of the nine parts. In keeping with the non-linear concept of the model, terms such as step, stage, level, or sequential item were deliberately not used.

The modified Kemp ISD Plan is my reconceptualization of Kemp's plan in order to fit the elements into the ADDIE schema. The undulating sequence of the non-connected oval shapes are meant to convey a similar idea as the original Kemp plan. The encircling ovals serve the same purpose as the original plan.

References:
Kemp, J.E., Morrison, G.R., & Ross, S.M. (1996). Designing Effective Instruction, 2nd Edition. Upper Saddle River, NJ: Prentice-Hall.