Idaho State University

EDLT6655

Prepared and presented by Lori & Manal

ICARE ID Model

The ICARE ID model designers

Bob Hoffman and Donn Ritchie developed the ICARE ID model in 1997

at San Diego State University.

The designers’ experiences

Donn Ritchie

Education• Ph.D. in Instructional Technology from Utah

State University.• M. S. in Park Administration from the

University of Wyoming.

Bob Hoffman

Education• PhD Education, Claremont Graduate School &

San Diego State University• MA Educational Technology, San Diego State

University• BA Broadcast Communication, University of

Pittsburgh

Comparing models: Kemp to ICARE DifferencesKemp ICARE

• Human Resources and Development (HRTD) based

• Pedagogy based

• More involved in the management aspects of the instructional design project

• More involved with the individual learner or learning process (not a lot of case management)

• Focused on front end analysis

Similarities• Focus on how to improve individual performance• Both are based on learning theories, and information technology• Instructional practices ate based on research not intuition

The ICARE model pedagogical framework was derived from the basic principles of

instructional design practice by “adopting various systems or steps of instruction to what seems to be particularly useful components of an online course” (Hoffman & Richie, 1998).

ICARE ID Model

• Flexible, consists of five modules• Can change the learning experience through

the emphasis of one module over another • Easy to focus on a single module at a time

rather than an entire course (Rees, 2011)

Characteristics of theICARE Model for ID

The major elements of the ICARE ID model

What’s in an acronym?

Connect

Introduction

Application

Reflect

Extend

A

R

E

I

C

Connect

Introduction

Application

Reflect

Extend

Introduction

The first phase puts modules in context and typically includes learning

outcomes for the module. This phase gives students an

opportunity to orient to the module.

This phase consists of the introduction to the unit of instruction and includes

• Context • Objectives • Prerequisites • Required study time • Equipment required • Essential reading materials

Connect

This phase introduces necessary facts, concepts, principles, and/or processes

to students

Tactics to consider for the connect phase

• Dividing information into manageable chunks using information design principles

•

Connecting information to

real-world tasks and prior knowledge• Provides students with scaffolds allowing them to discover for themselves• May be referred to as content

Application

This phase provides challenges and activities that allow students to apply

previous knowledge gained in the Connect phase

Apply all planned activitiesTactics used in the application phase

• Provide challenges and activities• Apply knowledge to connect to the real world Examples:

• Action Planning• Apply the material during simulation • Games• Providing feedback on the learner’s progress

• Performance assessment

Reflect

This phase asks students to take some time to reflect about what they’ve learned as they’ve moved from the Connect and Apply modules

Tactics used in the reflection phase

• Provide time and opportunities for students to reflect on their acquired knowledge

• Provide activities to articulate their experience

Examples• Discussion questions• Journal activities• Self evaluations• Blogs

Extend

As the name suggests, the extend phase offers opportunities to

individualize learning experiences

Tactics used in the extend phase

with additional, optional learning materials and activities, which can be remedial, supplemental, or advanced, depending on learner performance.• Opportunities to individualize learning experiences

• Additional optional learning materials and activities

• Used for enrichment not assessment

ICARE Summary

ICARE: Introduction, Connect, Apply, Reflect, and Extend, is a pedagogical based ID model that provides students with answers to why learning content is needed and how content extends to “real world” scenarios.ICARE builds strong connections to 21st century learning skill sets. iCARE consists of a simple and flexible design approach.

For more information about the ICARE model:

• http://elearningcurve.edublogs.org/category/addie/

• http://elearningcurve.edublogs.org/2009/06/11/discovering-instructional-design-12-the-icare-model/

• http://instructionaltechnologist101.wordpress.com/2013/02/16/exploring-advanced-instructional-design-icare-blooms-and-backwards-design-models/

• http://instructionaldesignfusions.wordpress.com/2011/08/13/the-icare-model-and-course-design/

References• Anagnostopoulo K. (2002). Designing to Learn and Learning to Design: An

overview of Instructional Design Models. LTSN Generic Centre. Retrieved September, 2012 Retrieved from http://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs/resources/ltsn-instructional-design-models/view.

• Hoffman, B., & Ritchie, D. C. (1998). Teaching and learning online: Tools, templates, and training. Technology and Teacher Educational Annual, 1998. [CD ROM]. Charlottesville, VA: Association for the Advancement of Computing in Education.

• Rees, D. (2011, August 13). The ICARE model and course design | Instructional Design Fusions. Instructional Design Fusions. Retrieved September 30, 2012, from http://instructionaldesignfusions.wordpress.com/2011/08/13/the-icare-model-and-course-design

• Morrison, et al (2013). Designing Effective Instruction. Hoboken, NJ: John Wiley & Sons Inc.