Discovering Instructional Design 12: the ICARE Model
In the broadest sense instructional design has been described as
…an emerging profession, (2) focused on establishing and maintaining efficient and effective human performance, (3) guided by a model of human performance, (4) carried out systematically, (5) based on open systems theory, and (6) oriented to finding and applying the most cost-effective solutions to human performance problems and discovering
quantum leaps in productivity improvement through human ingenuity.(Smith & Tillman, 2004 p.1)
More prosaically Gustafson & Branch consider instructional design (ID) as
a system of procedures for developing education and training programs in a consistent and reliable fashion. Instructional design is a complex process that is creative, active, and iterative.
(What is Instructional Design? 2002, p. 17)
The latter assert that instructional design is a complex systematic process with the following characteristics;
- interdependent – no elements can be separated from the system
- synergistic – all the elements can achieve more than the individual elements alone
- dynamic – systems can adjust to changing conditions in environments
- cybernetic – elements communicate among them efficiently
According to Gustafson and Branch, adhering to a instructional systems design process and can make instruction more effective and relevant to learners.
With these parameters in place, let’s take a look at the ICARE approach to designing instruction. Based on the venerable Dick and Carey Model and pioneered by San Diego State University in 1997, the model has found a place in the higher education sector. According to Vincent Salyers (2006) ICARE has potential “as one possible means for structuring and organizing course content.” As we’ll see in my next blog post, the Centre for Learning Development at Middlesex University have adapted the ICARE framework, designed templates with built-in guidelines for use by academics with little experience in instructional design, and extended the model as the basic pedagogy for their ‘Global Campus’ instructional framework for distance education (Mojab & Huyck, 2001).
According to the ICARE Model’s main proponents Hoffman and Ritchie (1998), the model is distilled from basic instructional design practice (see Table 1), and adapting various systems to what seemed to be particularly useful components for e-learning course design and development.
Table 1. The ICARE Model
| Phase | Description |
| Introduction | This phase consists of the introduction to the unit of instruction including:
|
| Connect or Content (MDX iteration) |
Almost all content will reside in this section |
| Apply All activities | Exercise, thinking questions, etc are implemented in this phase |
| Reflect | This phase provides an opportunity for learners to reflect on their acquired knowledge and articulate their experience. This section may include: topics for discussion, a learning journal/log, a self test, formative and summative assessment |
| Extend | An amalgamation of all the previous phases which offers materials and learning opportunities which can be remedial, supplemental, or advanced, depending on learner performance |
In this context for example, when refactoring course content into online modules (what the authors term “distance learning units”) a conventional 20-credit module is deconstructed into twenty units worth nine hours of study each. The model has the following five distinctive but interrelated components that are applied to individual lesson/lecture ‘unit.’
Next Time: ICARE Model – Middlesex University’s experience
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References:
Gustafson, K. L., & Branch, R. M. (2002). What is instructional design? In: R.A. Reiser & J. A. Dempsey (Eds.), Trends and issues in instructional design and technology (pp. 16-25). Saddle River, NJ: Merrill/Prentice-Hall.
Hoffman, B., & Ritchie, D.C (1998). (2005). Teaching and learning online: Tools, templates, and training. In: J. Willis, D. Willis, & J. Price (Eds.), Technology and teacher education annual – 1998. Charlottesville, VA: Association for Advancement of Computing in Education.
Mojab, D. & Huyck, C. (2001). The Global Campus at Middlesex University: A Model for E-Learning. [Internet] Available from: http://www.cwa.mdx.ac.uk/chris/draft6.doc Retrieved 3 June 2009
Salyers, V. (2006, July). Using the ICARE Format for Structuring Online Courses. Impact 2006, WebCT, 8th Annual Users Conference; San Antonio, TX.
Smith, P.L., & Tillman, J.R. (2004) Instructional Design (3rd Ed). Hoboken, NJ: Wiley Books.
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June 11 2009 04:59 pm | e-learning
One Response to “Discovering Instructional Design 12: the ICARE Model”
Discovering Instructional Design 13: ICARE Model – Middlesex University’s experience | E-Learning Curve Blog on 12 Jun 2009 at 2:34 pm #
[...] I discussed yesterday, the ICARE approach is a distillation of the Dick and Carey Model for instructional design. Today, [...]