Understanding the Differences Between the Dick & Carey Model and ADDIE

Introduction

The Dick & Carey Model is a systematic instructional design framework that conceptualizes teaching and learning as an interconnected system (Reiser & Dempsey, 2011). This approach emphasizes establishing clear goals, conducting thorough learner analysis, creating measurable objectives, and implementing continuous evaluation. As a structured, iterative process, the model ensures that instructional design remains purposeful, measurable, and learner-centered. For those committed to creating effective, ethical, and adaptive learning experiences, the Dick & Carey Model serves as a foundational theory.

Overview of the Model

Developed by Walter Dick and Lou Carey in their seminal work The Systematic Design of Instruction (1978), the Dick & Carey Model is commonly referred to as the Systems Approach Model. In contrast to linear models, this framework treats instruction as a dynamic system in which instructors, learners, instructional materials, and learning contexts interact to produce desired learning outcomes.

Components

1.      Identify Instructional Goals:

• Define what learners should know or be able to do by the end of instruction.

2.      Conduct Instructional Analysis:

• Break down the instructional goals into the specific skills and knowledge learners must acquire to achieve those goals.

3.      Analyze Learners and Contexts:

• Assess learners' characteristics—including prior knowledge, motivation, and skills—as well as the environment in which learning will take place.

4.    Write Performance Objectives:

• Create measurable objectives that specify the desired behavior, the conditions under which it will occur, and the criteria for success.

5.    Develop Assessment Tools:

• Design tests, quizzes, or performance tasks to evaluate how well learners meet their objectives.

6.    Develop Instructional Strategy:

• Plan the methods of instruction, the sequence of activities, opportunities for practice, and feedback mechanisms.

7.    Develop and Select Instructional Materials:

• Create or adapt materials such as slides, readings, or multimedia resources that are aligned with instructional strategies.

8.    Design and Conduct Formative Evaluation:

• Pilot the instruction with small groups to identify areas of weakness or improvement.

9.    Revise Instruction:

• Make necessary adjustments to instruction based on findings from the formative evaluation.

10. Conduct Summative Evaluation:

• Assess the overall effectiveness of instruction with larger groups to determine the program's success.

Key Features of the Model

Systemic Approach:

• Instruction is viewed as a system where all components—goals, learners, materials, and evaluation—interact with one another.

Iterative Process:

• The model is not strictly linear; steps are often revisited and refined to improve instructional effectiveness.

Focus on Measurable Outcomes:

• Objectives and assessments are designed to ensure clear accountability for learning outcomes.

Learner-Centered:

• Emphasizes the importance of analyzing learner needs and contexts before designing instruction.

Strengths

• Provides clarity and structure for instructional designers.

• Ensures alignment between instructional goals, objectives, strategies, and assessments.

• Encourages ongoing improvement through both formative and summative evaluation.

Limitations of the Model

• It can be time-consuming due to the detailed nature of its steps.

• ·       May feel rigid if not adapted to flexible or creative learning environments.

The Dick & Carey model vs. ADDIE

The ADDIE model is a well-established five-phase framework encompassing Analysis, Design, Development, Implementation, and Evaluation. Dick, Carey, & Carey (2022), along with Branch (2009), affirm that, in contrast, the Dick & Carey model adopts a more granular, systems-oriented methodology comprising ten interconnected steps that emphasize the alignment of educational goals, objectives, assessments, and instructional strategies.

• According to Branch (2009), the ADDIE model is particularly effective for training initiatives that demand a straightforward, adaptable approach, making it well-suited for applications in corporate training, eLearning, and blended learning environments where rapid execution is paramount.

• Conversely, the Dick & Carey model excels in scenarios where precision and alignment are of utmost importance—such as in academic contexts, military training programs, or industries with stringent compliance requirements. Its design ensures that every instructional component is systematically interrelated, promoting coherence and effectiveness.

  
  

Both models emerged in the 1970s, reflecting a significant shift towards systematic instructional design. However, the Dick & Carey model provides a finer level of detail, whereas ADDIE offers a more general framework that can be easily applied across diverse contexts (Gustafson & Branch, 1997).

Conclusion

• For instructional designers, the Dick & Carey Model offers a scalable, evidence-based framework that ensures instructional materials are cognitively aligned, ethically grounded, and learner-focused.

• The model is especially effective when designing bilingual or multimedia resources, as it demands clarity in objectives and adaptability in strategies, making it an invaluable tool for creating impactful educational experiences.

• For practitioners seeking a versatile instructional blueprint, ADDIE is the preferred choice (Molenda, 2015). Alternatively, for those requiring a methodologically rigorous design framework with robust evaluation mechanisms and strong alignment across all instructional elements, the Dick & Carey model is superior.

 References

Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer

Dick, W., & Carey, L. (1978). The Systematic Design of Instruction. New York: Harper & Row.

Dick, W., Carey, L., & Carey, J. O. (2022). The Systematic Design of Instruction (9th ed.). Pearson.

Gustafson, K., & Branch, R. (1997). “Revisioning Models of Instructional Development.” Educational Technology Research and Development, 45(3), 73–89.

Molenda, M. (2015). “In Search of the Elusive ADDIE Model.” Performance Improvement, 54(2), 40–42.

Reiser, R. A., & Dempsey, J. V. (2011). Trends and Issues in Instructional Design and Technology. Pearson.