1. Idaho State University
EDLT6655
Prepared and presented by Lori & Manal
ICARE ID Model

2. The ICARE ID model designers
Bob Hoffman and Donn Ritchie
developed the ICARE ID model in 1997
at San Diego State University.

3. The designers’ experiences

4. Donn Ritchie
Education
• Ph.D. in Instructional Technology from Utah
State University.
• M. S. in Park Administration from the
University of Wyoming.

5. 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

6. Comparing models: Kemp to ICARE
Differences
Kemp 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

7. 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

8. • 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 the
ICARE Model for ID

9. The major elements of the
ICARE ID model
What’s in an acronym?

10. Connect
Introduction
Application
Reflect
Extend
A
R
E
I
C

11. Connect
Introduction
Application
Reflect
Extend

12. 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.

13. This phase consists of the introduction to
the unit of instruction and includes
• Context
• Objectives
• Prerequisites
• Required study time
• Equipment required
• Essential reading materials

14. Connect
This phase introduces necessary facts,
concepts, principles, and/or processes
to students

15. 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

16. Application
This phase provides challenges and
activities that allow students to apply
previous knowledge gained in the
Connect phase

17. Apply all planned activities
Tactics 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

18. 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

19. 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

20. Extend
As the name suggests, the extend
phase offers opportunities to
individualize learning experiences

21. 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

22. 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.

23. 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/

24. 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.