The Systematic Design of Instruction

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The Systematic Design of Instruction, Seventh Edition

Walter Dick, Lou Carey, and James O. Carey

The Dick, Carey, Carey model is the most comprehensive, clear, and conducive support tool to teach introductory instructional design courses. The fact that the model is laid out at the beginning and followed throughout the book guides and supports the learning process. Celina Byers, Bloomsburg University

. . . the process of instructional design is clarified and logically introduced, thus providing valuable support to students first introduction to the design process . . . the clarity of the text enables students to practice the process as they work on independent design projects. Virginia McGinnis, Edinboro University of Pennsylvania

This classic book simply and clearly introduces readers to the fundamentals of instructional design and helps them learn the concepts and procedures for designing, developing, and evaluating instruction for all delivery formats. The new edition covers the impact of critical new technologies and the Internet. The book also addresses current design processes used in instructional settings and delivery systems across many curriculum and business areas including Internet-based distance education.

Practical applications and instructional supports help students learn by doing. Examples of the types of application and support resources the book provides include:

· Two complete serial case studies focused on training and school curriculum illustrate applications of each step in the Dick and Carey model. (See page 30 for an example.)

· Each chapter provides comprehensive learning support for students including extensive practice and feedback, examples of applications, and an embedded case study. (See page 86 for an example.)

Key additions to the new edition help prepare students for current instructional design environments. Examples of some of the new content in the new edition include:

· A plan with case study examples for using constructivist learning environments in cognitive instructional design. (See page 213.)

· More attention to learning, portable digital devices, and transfer of learning to the performance context. (For an example, see page 198.)

· Rubrics for evaluating products and/or procedures for each step in the model. (See an example on page 127.)