Customer Reviews

The Systematic Design of Instruction

5 star:		(9)
4 star:		(5)
3 star:		(1)
2 star:		(3)
1 star:		(2)

 

 

We used this book in my design class when I was earning a Master's in training. It is still on my bookshelf. It is critical not only for instructional designers, but for managers who may know little or nothing about training but make training decisions.

This book focuses on a specific method to designing training programs. It is called the Instructional Systems Design Model (ISD), hence the title. It is also called A.D.D.I.E. This is the most commonly accepted approach to training.

The only thing that I wish the book had spent some pages on was using the two-column format. This book had everything else but that.

Still, there are certain texts that well-informed trainers have. This is one of them.

The best ISD text for the graduate level! Excellent model. I have used earlier editions for graduate classes at the Milano Graduate School (formerly the New School) and students have found the text and exercises very helpful. I especially like the earlier chapters. The examples in the development chapter are hard to follow, but worth the effort. Joanne Polichetti Integrated Learning Solutions
Adjunct Professor: Milano Graduate School

This text book describes the Dick & Carey System Approach Model for the design of instruction. This Instructional Design model is one of the better-known systems used in the field of Instructional Technology, and is included as part of the curriculum of many undergraduate and graduate programs.

Happily this book incorporates many of the basic formatting and documentation strategies that so many textbooks lack, which is fortunate given the topic. Each chapter begins with a listing of learning objectives, and then proceeds to discuss the background, concepts, and examples. A comprehensive summary concludes each chapter.

The text is readable and the graphics are useful and appropriate for the subject matter. Those who use this book as part of their university courses in Instructional Design, Adult Education, etc, should be pleased with the content and the presentation.

Granted, instructional design is not easy! But this book (and the Dick & Carey model in general) go so far into minute details that the bigger picture is lost!

I liked the outlay of the chapters. Each chapter represents a step in the instructional design process. This is the best feature of the book. But then the model/book goes into minutia and makes for heavy & confusing reading. In fact, several times I found myself saying "I think I understood what they meant the first time they said it, but after they said it 10 different ways, including 3 charts & diagrams, now I'm not so sure!"

The use of the examples in the book, particularly the charts & diagrams add to the confusion rather than making things more clear! A further example of this, is that often page 113, for example, will reference a chart on page 118. So amist the confusion, you have to turn the page and look back and forth between the text and the chart.

I also don't care for the size of the book. It's irregular and adds to the cumbersome feel of the text.

While it's true that with instructional design, you have to get down to the nitty gritty detail, this textbook seems to wallow in it much, much too long!

This text book describes the Dick & Carey System Approach Model for the design of instruction. This Instructional Design model is one of the better-known systems used in the field of Instructional Technology, and is included as part of the curriculum of many undergraduate and graduate programs.

Happily this book incorporates many of the basic formatting and documentation strategies that so many textbooks lack, which is fortunate given the topic. Each chapter begins with a listing of learning objectives, and then proceeds to discuss the background, concepts, and examples. A comprehensive summary concludes each chapter.

The text is readable and the graphics are useful and appropriate for the subject matter. Those who use this book as part of their university courses in Instructional Design, Adult Education, etc, should be pleased with the content and the presentation.

I ordered this book for my class at University of Hawaii at Manoa. This book is really helpful in learning about the instructional design and development, including the construction of tests and formative evaluation methods. I was very glad that this book is worth every penny of my money!

The Dick & Carey model of Instructional Design (ID) is a classic in the field. My instructor at the University of Hawaii was an early student of the authors, using the 1st Edition of this text in her studies. Between her experiences and the step-by-step process provided in the text, I'm learning a lot about ID. I especially like the way Dick, Carey, and Carey tie their process to a Gange-inspired conceptual model but also allow for Constructivist Learning Environments. The examples and appendixes are very helpful.

This rock-solid text belongs front-and-center on your bookshelf if you're an instructional designer, trainer, training manager, or anyone else like that. Dick & the Careys present a simple yet thorough approach to eliciting, understanding, documenting, prioritizing, and reaching learning goals that deliver or exceed expected value. Better still, the book is designed with its own methods in mind, giving thoughtful and perceptive readers a living demonstration of these methods' usefulness. The clear, orderly, crisply-written text and comprehensive, able summaries make quick brush-ups and "reminder reads" a simple and effective task. The Systematic Design of Instruction is a must-have.

In many ways the methods of instructing students have changed very little from the little one-room schoolhouse days of the last century. In this book the authors discuss a systems analysis aproach to instruction that treats instruction not as an end in itself, but as a process that is trying to reach a defined goal. It doesn't matter what the goal is, but the establishment of a goal is the first step. Then following their model, their set of procedures to measure the attainment of that goal you can adjust or modify the goals or procedures to achieve the best results.

The model they have developed is simple to follow and has been evolving over several editions of this book. The latest edition, the sixth, incorporates all of the changes brought about through feedback from using the system.

As daunting as this book is, I must admit, it's a tour de force. Not one turn unstoned. Quit your job, steel yourself, and reread its passages, several times if necessary. Do so simultaneously, as I am, with Psychology of Learning for Instruction (Marcy Driscoll) and know astronaut-training in instructional design.