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The Systematic Design of Instruction

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Book Reviews Linda Lohr, Editor
The Systematic Design of Instruction (6th Edition). Walter Dick, Lou
Carey, and James O. Carey. (2004). Allyn & Bacon. 400 pp. $99.80 (soft
cover). ISBN: 0205412742
Reviewed by Shujen L. Chang
The sixth edition of The Systematic Design of Instruction describes the Dick
and Carey systems approach model. This model encapsulates the fundamen-
tals of instructional design using concepts and procedures for analyzing,
designing, developing, and evaluating instruction. Numerous examples illus-
trate the application of the instructional design process and ready-to-use mate-
rials for Web-based instruction. The textbook is particularly suitable for
graduate-level instructional design courses focused on the design of face-to-
face and Web-based learning environments.
The overall quality of this book has been widely recognized. An earlier edi-
tion of The Systematic Design of Instruction (Dick & Carey, 1996) was praised as
one of the two most appropriate textbooks for instructional design in the 2000
ITFORUM poll (Bond-Hu & Spector, 2002) along with Designing Effective
Instruction (Morrison, Ross, & Kemp, 2001). The recently revised 6th edition
inherits notable features of previous editions and also adds prominent fea-
tures for effective instructional design and Web-based instruction. Significant
features, including the systems approach, multiple theoretical foundations,
book organization, graphic organizers, real-world examples and practice, and
features new to the sixth edition are described below.
The Systems Approach
The Dick and Carey model uses the systems approach for designing effective
instruction. This approach emphasizes thorough analysis of interrelated
instructional components, integral evaluation of instructional materials, and
refinement of the instruction throughout the creative process for supporting
successful learning. Components such as the instructor, learners, materials,
instructional activities, delivery systems, and learning performance environ-
ments are analyzed and designed to work together toward supporting student
ETR&D, Vol. 54, No. 4, pp. 417–420, 2006
© 2006 Association for Educational Communications and Technology. 417
AAH GRAPHICS, INC. / 540-933-6210 / FAX 540-933-6523 / 06-05-2006 / 18:08
learning. With the systems approach, the Dick and Carey model is appropriate
for a variety of instructional delivery systems, ranging from print instruction
to complex digital multimedia for distance delivery over the Web. This model
can be used for both individualized and group-based instruction and for both
instructors and instructional designers.
Multiple Theoretical Foundations
The Dick and Carey model is based on multiple learning perspectives: behav-
iorism, cognition, and constructivism. For instance, the instructional strategy
component of the model uses Gagné’s conditions of learning (behaviorism)
and cognitive information processing theory (cognitive theory) for formulat-
ing instructional material presentation (p. 189–190). The context analysis com-
ponent uses constructive methods (constructivism) to assist learners in
creating optimal conceptual frameworks for learning, remembering, and per-
forming (p. 103–104). This model also promotes problem solving from multi-
ple learning perspectives by providing real-world examples throughout the
book. The authors explicitly point out that there is no single model for all
instruction. They encourage instructors, instructional designers, and learners
to create their own instructional design processes as unique solutions to the
particular problems in their practical situations.
Book Organization
The Systematic Design of Instruction presents the Dick and Carey model in the
traditional sequence, presenting chapters on analysis (Conducting Front-End
Analysis to Identify Instructional Goals, Conducting a Goal Analysis, Identify-
ing Subordinate Skills and Entry Behaviors, Analyzing Learners and Con-
texts), design (Writing Performance Objectives), development (Developing
Assessment Instruments, Developing an Instructional Strategy, and Develop-
ing Instructional Materials), and evaluation (Designing And Conducting For-
mative Evaluations, Revising Instructional Materials, and Designing and
Conducting Summative Evaluations). Such a straightforward chapter
sequence is easy for both novice and expert instructional designers to use.
Graphic Organizers
Various graphic organizers throughout the book provide scaffolding for
applying abstract concepts into practical instructional design. These graphic
organizers include flow charts, listing of chapter objectives, figures, and tables.
The flow chart at the beginning of each chapter shows the specific component
discussed in the chapter and its respective position to other components
AAH GRAPHICS, INC. / 540-933-6210 / FAX 540-933-6523 / 06-05-2006 / 18:08
418 BOOK REVIEWS
within the model. The listing of objectives in each chapter explicitly communi-
cates with students about the expectations of learning outcomes. Figures and
tables transform the abstract concepts into concrete notions. For instance, on
page 17, Figure 2.1 illustrates front-end analysis for complex training and cur-
riculum development contexts. On page 110, Table 5.2 displays methods for
analyzing performance context.
Real-World Examples and Practice
Various authentic examples and practice throughout the book help learners
connect conceptual theory to their own real-life applications. Each chapter
provides examples to facilitate the construction of new knowledge that can
reduce learners’ cognitive load (Sweller & Chandler, 1994; Sweller,
Merrienboer, & Paas, 1998; Ward & Sweller, 1990). For instance, on pages 27–
30, a customer service example in a banking context helps readers formulate or
evaluate their own instructional goals. On pages 30–33, the case study on
group leadership training help readers integrate instructional design pro-
cesses. In addition to real-world examples, each chapter provides practice and
feedback. For instance, on pages 34–36, four application-level questions are
provided, along with specific feedback.
New Features in the Sixth Edition
Two notable features of this new edition include a stronger emphasis on front-
end analysis and ready-to-use instructional materials for Web-based learning
environment. First, front-end analysis focuses on the essential logic and pro-
cess of needs assessment, including gathering, analyzing, and synthesizing
descriptions of the existing and desired job performance to perform gap anal-
ysis. Second, ready-to-use instructional materials for Blackboard and
CourseCampus learning environments are available on the textbook Website.
Suggestions for course syllabi, goals and objectives illustrations, goal analysis
step evaluation rubrics, an additional case study, a quiz bank, and an anno-
tated listing of related Web resources are also provided.
Shujen L. Chang [changs@cl.uh.edu] is with the Program of Instructional Technology in the
School of Education at the University of Houston Clear Lake.
References
Bond-Hu, D., & Spector, J. M. (2002). Review of the book. Designing Effective Instruc-
tion (3rd ed.). G. R. Morrison, S. M. Ross, and J. E. Kemp. John Wiley & Sons, Inc.,
2001. 369 pp. Educational Technology Research and Development, 50(2), 79–83.
AAH GRAPHICS, INC. / 540-933-6210 / FAX 540-933-6523 / 06-05-2006 / 18:08
BOOK REVIEWS 419
Dick, W., & Carey, L. (1996). The systematic design of instruction (4th ed.). New York:
Harper Collins College Publishers.
Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and
Instruction, 12(3), 185–233.
Sweller, J., van Merrienboer, J. J. G., 1959, & Paas, F. G. W. C. (1998). Cognitive architec-
ture and instructional design. Educational Psychology Review, 10(3), 251–296.
Ward, M., & Sweller, J. (1990). Structuring effective worked examples. Cognition and
Instruction, 7(1), 1–39.
AAH GRAPHICS, INC. / 540-933-6210 / FAX 540-933-6523 / 06-05-2006 / 18:08
420 BOOK REVIEWS
... Komenczi (2009) véleménye alapján szervezői szerepében az oktató egy nagyon jól tájékozott szakember, aki képes a tananyag, tanulási program és tanulási környezet optimális hatás-együttesének kialakítására. A szervezői folyamatban megtervezi és létrehozza a hatás-együttest, működteti és figyelemmel követi annak hatékonyságát, majd saját és tanulói megfigyelései alapján továbbfejleszti és finomítja a létező rendszert (Dick et al., 2006). A folyamatot az Instructional Designer végzi, akinek célja, hogy az információt olyan sajátos, korszerű módszertannal közvetítse, mely elősegíti annak hatékony adaptációját. ...
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... The advantages of DC model are not only flexible and goal oriented, but also focus on the ability of learners and performance objective (Burgess, 2013). The learning environment at ISR is appear to me that DC model would be appropriate to expose a constructivism to help students to create their own meaning, accomplish objectives and promoting problem solving from multiple learning perspectives Chang, 2006). In addition, the learning design of the DC model allows in more personalization to suit the smaller demographics of learners and this ISD have been used to OISC and ISER events (Clark, 2004. ...
COMMUNITY ENGAGEMENT PLAN ONLINE STUDENTS HELP FOR INDONESIAN SCHOOL IN RIYADH, SAUDI ARABIA
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  • Aug 2022
Indonesian School in Riyadh (ISR) was established in 1985 by Indonesian embassy in Riyadh in purpose to accommodate the students from Kindergarten to Year 12. The school educates students in three languages: Indonesian, Arabic and English (Setyono, 2016). The ISR has no selection system on students’ competencies for enrolment process like in the home country. The school is only one option for Indonesian children in Riyadh where students from various backgrounds are accepted. Online students’ help is design eLearning in purpose to improve students’ achievement.
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... The advantages of DC model are not only flexible and goal oriented, but also focus on the ability of learners and performance objective (Burgess, 2013). The learning environment at ISR is appear to me that DC model would be appropriate to expose a constructivism to help students to create their own meaning, accomplish objectives and promoting problem solving from multiple learning perspectives Chang, 2006). In addition, the learning design of the DC model allows in more personalization to suit the smaller demographics of learners and this ISD have been used to OISC and ISER events (Clark, 2004. ...
COMMUNITY ENGAGEMENT PLAN ONLINE STUDENTS HELP FOR INDONESIAN SCHOOL IN RIYADH, SAUDI ARABIA
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... The results of this research are based on validating the feasibility of the design, materials and language, as well as student responses to the results of limited experiments. Presentation of research results developed based on the ADDIE development model, which consists of five development phases including analysis, design, development or production, implementation or delivery, and evaluation (Chang, 2006). ...
The Relationship between E-Book Material on Grouping Animals Based on Food Type and the Scientific Literacy Ability of Students in Elementary Schools
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The research aims to determine the level of validity and practicality as well as the partial relationship between e-book material on grouping animals based on food type and students' scientific literacy abilities at SDN Rambutan 02, East Jakarta. The research uses mixed research methods, with a quasi-experimental design model and a development model. The instrument trial involved 3 experts, namely media experts, material experts and language experts. Meanwhile, the group trial involved 45 students and 2 class teachers. Data analysis techniques include tabulation of expert validator questionnaire data and teacher and student response questionnaire data. This research shows that the level of validity and practicality of developing e-book-based science teaching materials is very good, and the results of the significance test of the relationship between e-book material on grouping animals based on food type and students' scientific literacy abilities show a t-count of 14.526 with a significance level of 0.000. So, it can be said that there is a significant relationship between the e-book material on grouping animals based on food type and the scientific literacy abilities of students at SDN Rambutan 02, East Jakarta.
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The experiments reported in this article flow from the following assumptions concerning our cognitive processes: (a) Schema acquisition and automation are major learning mechanisms when dealing with higher cognitive activities and are designed to circumvent our limited working memories and emphasize our highly effective long-term memories. (b) A limited working memory makes it difficult to assimilate multiple elements of information simultaneously. (c) Under conditions where multiple elements of information interact, they must be assimilated simultaneously. (d) As a consequence, a heavy cognitive load is imposed when dealing with material that has a high level of element interactivity. (e) High levels of element interactivity and their associated cognitive loads may be caused both by intrinsic nature of the material being learned and by the method of presentation. (f) If the intrinsic element interactivity and consequent cognitive load are low, the extraneous cognitive load is critical when dealing with intrinsically high element interactivity materials. These assumptions are the basic points of cognitive load theory. They were used to suggest that, when learning to use equipment such as computer applications, learning might be facilitated by not having the equipment present, if the material that needed to be learned had an intrinsically high degree of element interactivity. A series of four experiments supported this hypothesis. It was concluded that an analysis of both intrinsic and extraneous cognitive load can lead to instructional designs generating spectacular gains in learning efficiency.
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Structuring Effective Worked Examples
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  • Mar 1990
  • COGNITION INSTRUCT
Under some conditions, substituting worked examples for problems or exercises enhances learning and subsequent problem solving. Under other conditions, worked examples are no more effective, and possibly less effective, than solving problems. Using cognitive load theory, we hypothesize that the critical factors for enhanced learning are whether the worked examples can direct attention appropriately and reduce cognitive load. It is suggested that worked examples requiring students to mentally integrate multiple sources of information are not effective because they fail with respect to both of these factors. The results of five experiments using geometric optics and kinematics under classroom conditions provided evidence for these hypotheses. Worked examples, formatted to reduce the need for students to mentally integrate multiple sources of information, resulted in test performance superior to either conventional problems or to worked examples requiring students to split their attention between, for example, text and equations or text and diagrams. We conclude that because traditional worked example formats frequently are random with respect to cognitive factors, they may be ineffective in some areas and require restructuring.
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The systematic design of instruction New York: Harper Collins College Publishers Why some material is difficult to learn Cognitive architec-ture and instructional design Structuring effective worked examples
  • 185-233
  • Book Rdick
  • W Carey
  • L Sweller
  • J Chandler
BOOK REVIEWS 419 rDick, W., & Carey, L. (1996). The systematic design of instruction (4th ed.). New York: Harper Collins College Publishers. Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12(3), 185–233. Sweller, J., van Merrienboer, J. J. G., 1959, & Paas, F. G. W. C. (1998). Cognitive architec-ture and instructional design. Educational Psychology Review, 10(3), 251–296. Ward, M., & Sweller, J. (1990). Structuring effective worked examples. Cognition and Instruction, 7(1), 1–39. 420 BOOK REVIEWS
Review of the book Designing Effective Instruction
  • Jan 2001
  • 79-83
  • D Bond-Hu
  • J M G R Spector
  • S M Morrison
  • J E Ross
  • Kemp
Bond-Hu, D., & Spector, J. M. (2002). Review of the book. Designing Effective Instruction (3rd ed.). G. R. Morrison, S. M. Ross, and J. E. Kemp. John Wiley & Sons, Inc., 2001. 369 pp. Educational Technology Research and Development, 50(2), 79-83.
540-933-6210 / FAX 540-933-6523 / 06-05- The systematic design of instruction
  • Jan 1996
  • Aah Graphics
  • Inc Book Reviews Dick
  • W Carey
AAH GRAPHICS, INC. / 540-933-6210 / FAX 540-933-6523 / 06-05-2006 / 18:08 BOOK REVIEWS Dick, W., & Carey, L. (1996). The systematic design of instruction (4th ed.). New York: Harper Collins College Publishers.