RUNNING HEAD: ASSURE Model
Model Resource Document: The ASSURE Model
Anecia Warren
Ajwarrn1@memphis.edu
February 15, 2017
For Dr. Brown, IDT 7074
An Overview of the Key Tenets of the ASSURE Model
As stated by Smaldino, Lowther, Mims, and Russell (2015), effective instruction requires careful planning, especially when thinking about incorporating technology in the instructional lesson. Developed by Heinich, Molenda, Russell and Smaldino, the ASSURE model was created as a systemic approach with the fundamental goal of providing its users with a framework to guide teachers in their planning and delivering of instruction by the means of effective technology and media integration. The ASSURE model, founded on the Gagné’s nine events of instruction, is designed to help teachers meet the unique needs and learning styles of the student by strategically planning instruction that incorporates the constructivist perspective of actively engaging students to enhance their learning experience.
Although simplistic, the ASSURE model is powerful in its design to assure effective instruction. The ASSURE model is composed of six major steps, which serves an acronym of procedural steps followed to implement this guide. ASSSURE stands for: Analyze Learners, State Objectives, Select Methods, Media, and Materials, Utilize Media and Materials, Require Learner Participation, and Evaluate and Revise.
“Analyze the Learner” is the first phase in the ASSSURE Model. The information gathered from this analysis is used as the foundation to begin planning the instruction. The analysis of the learner focuses on three key areas: the general characteristics, specific entry competencies, and learning styles. General characteristics of the learner focuses on identifying the factors influencing the learning. Age, gender, and ethnicity are constant factors, as identified by Smaldino et al., that must always be taken into account when creating lessons that are developmentally appropriate for students. Equally important is the student’s willingness to learn and their attitude and interest toward the topic. Without considering this factors, even the best planned lesson will not succeed. Second, consideration must be given to the prior skills and knowledge students possess. As with any lesson, student can be assessed either informally or formally to determine what they know about the topic before the lesson starts. By administering a pretest to students, the teacher can determine the student’s knowledge base, thus helping the teacher differentiate the lesson’s design. Finally, evaluating the student's learning style helps the teacher be deliberate in designing an engaging lesson that takes into consideration the learning needs of the student.
The second phase in the ASSURE model is “Stating the Standards and Objectives.” This step targets identifying the standards, NETS-S (National Educational Technology Standards for Students) and Common Core, and lesson objectives. The standards and objectives establish what skill the student will have acquired and what will be achieved by the end of the lesson. By stating the objectives, students are informed of the learning expectation required in the lesson. Not only is the expectation of learning identified, but a foundation is laid for the precise selection of strategies, technology, media, and assessments to be used in the lesson. Smaldino, Lowther, Mims, and Russell (2015, p.43-44) provided a process to help write well-stated objectives by following the ABCD’s. The ABCD’s of well stated objectives are:
In the ASSURE Model, the second “S” stands for “Select Strategies, Technology, Media and Materials.” There are several components concentrated on in this area. Determining the strategy used in presenting the lesson will be teacher-centered, student-centered, or a mixture of both. As Forest (2015) has stated, instructional strategies should be selected based on what will work best for your instruction and more importantly to support the achievement of the learning objectives.
After selecting the most appropriate teaching strategy, the attention turns to the difficult task of selecting the proper media and technology to support the lessons objectives. Technology and media spans a vast range of options, whether an instructional video, a multimedia presentation or a software application. Han (2015) suggests a good rule of thumb would be to recall the Cognitive Theory of Multimedia Learning and reflect about “What kinds of audio, visual, or textual information is needed to convey your objective?”
Selecting the materials for the lesson would be the final step in this segment. There are three types of materials available for teachers to select from while constructing their lessons. Materials can be chosen based on ready-made materials, modified existing materials, or designed new materials. Regardless of the type of material the teacher selects for the lesson, it is definitely important the materials support the lesson objectives and learner’s needs.
“Utilizing the Technology, Media, and Materials” is the fourth phase in the ASSURE model. In this step, the teacher precisely outlines and prepares every aspect of the lesson to avoid any errors before the onset of instruction. This can be easily done by following the 5 P’s process:
For the fifth phase, the “R” represents “Require Learner Participation.” According to Aziz (2003), the teacher is encouraged to provide the learner with abundant opportunities to manipulate and interact with instructional materials, practice skills relevant to the indicated lesson objectives, and give and acquire feedback from the learners about the learning experience. However, to accomplish this task, the teacher must describe “how” each student will be involved in the lesson. It is also imperative that the teacher closely monitors the learners and feels confident that they are truly grasping the content and not simply passively listening. In all honesty, the overall objective is to ensure that active learning is occurring. As expressed by Aziz, research has demonstrated that active learner participation in the educational process enhances student outcomes and increases the likelihood of a successful and satisfactory learning experience.
The final phase and one of the most crucial in this model is the “Evaluate and Revise” component. The teacher must become a reflective practitioner and closely examine the effectiveness of the instruction on student learning and pinpoint and revise those strategies that were least effective during the instructional process. To determine if the instruction was effective, some type of assessment, whether formal or authentic, is required of the learners. However, the teacher is not only evaluating the student performance, but also analyzing the technology, media and resources used in the lesson, as well as the student’s overall receptiveness to the lesson. Frost (2015) provides teachers with a sound list of sample questions to be used while reviewing your lesson:
Upon reflectively analyzing the lesson and materials, it is critical that the teacher takes this information and makes the appropriate changes in the area needing modifications, thus improving the instructional lesson. By applying the necessary changes, the ASSURE model completes a full cycle.
History and Development of the ASSURE Model
Established in the 1980’s, Robert Heinich and Michael Molenda of Indiana University and James Russell of Purdue University combined their knowledge and expertise to create their book, Instructional Media and the New Technologies of Instruction (Moller, 1991), which provided teachers with methods and reasons for using audio and visual equipment in classroom instruction. Heinich, Molenda and Russell collaborated to write four more editions of their book. As time progressed, forms of technology also expanded. As Heinich, Molenda, and Russell prepared for the 5th edition of their textbook by bringing in Sharon Smaldino as an author. This team collaborated to develop model a new instructional model, ASSURE. The ASSURE model was built on the constructivist theory, which focuses on how people learn and construct knowledge for themselves. Similarly, their work analyzed and incorporated Gangé’s nine events of instruction which also expressed the mental conditions necessary to ensure that effective learning is taking place. Each of these factors have contributed to the evolution of an instructional development theory that strives to ensure that teachers are creating effective technology infused instructional lessons which are founded on sound learning strategies that meet the needs of individual learners.
Key Individuals, Past and Present
As previously stated, the book, Instructional Media and the New Technologies of Instruction, was the foundation of the ASSURE model. When the fifth edition of the book was released, not only had the title changed to Instructional Media and Technologies of instruction, but Sharon Smaldino became an author. Upon the release of this edition, the world was introduced the ASSURE model. Since its inception, the ASSURE model and Instructional Media and Technologies of Instruction have progressed as a significant instructional development model to reach its eleventh edition, which now includes both Dr. Deborah Lowther and Dr. Clif Mims of the University of Memphis as authors.
Well noted for his contributions in the instructional design field, Dr. Robert Heinich has been a co- author of Instructional Media and Technologies of Instruction for the first seven editions of the book. At Indiana University, he served as a professor in the School of Education from 1969 to 1990. Heinich was chair of the Instructional Systems Technology program during his time at Indiana University. His work also led him to achievements outside of Indiana. Heinich served as co-editor, senior consulting editor, contributing editor, and on editorial boards for a variety of journals including Educational Technology, Educational Communication and Technology, and the Journal of Educational Computing Research. In May of 1990, he retired from Indiana University having received the honor of Professor Emeritus.
Dr. Michael Molenda, Associate Professor Emeritus, served as a professor of Instructional Systems Technology from 1972-2005, when he retired. He co-authored the eight editions of the Instructional Media and Technologies of Instruction textbook. His work in the Department of Audio and Visual Instruction (now AECT) brought him recognition. Molenda has worked as an instructor in various universities and as well as serving as a leader in the Association for Educational Communications and Technology (AECT). Most recently, he served as a member and contributor on the 2013 Encyclopedia of Terminology for Education Communication and Technology committee for AECT.
At Purdue University, Dr. James Russell is Professor Emeritus of the Educational Technology department, where he has taught for 38 years. Dr. Russell has also worked in Purdue’s Center for Instructional Excellence conducting professional development on teaching techniques for which he has received several university and departmental awards. A few examples of the awards he has acquired are the Outstanding Teacher and Best Teacher award for his department and the School of Education. As a professor, presentation skills and using media and technology in the classrooms was his focus area (Smaldino et. al, 2015).
Recipient of the LD and Ruth G. Morgridge Endowed Chair for Teacher Education, Dr. Sharon Smaldino is an Educational Technology professor in the College of Education at Northern Illinois University. Since the fifth edition of Instructional Media and Technologies for learning, Dr. Smaldino has been the leading author to its most recent edition. Currently, she works with faculty and PK-12 teachers training them to integrate technology in the learning process (Smaldino et al, 2015). Dr. Smaldino has made numerous journal contributions, as well as writing grants to help teachers effectively integrate technology in the classroom. Additionally, she has served as a journal editor and president of the Association for Education Communication and Technology (AECT) (Smaldino et. al, 2015).
Contrasting the ASSURE Model with Other Instructional Design Models
According to Gustafson and Branch (2002), the ASSURE model is classified as a classroom instructional development model based on the model’s characteristics identified in their categorical taxonomy. Based on the thorough work of Gustafson and Branch, these classroom id models are primarily used in an educational setting as a guide for teachers to develop a learning environment that appropriately meets the learning styles and needs of its students. Gustafson and Branch also discuss other classroom id models, such as the Gerlach and Ely model, and the Newbey, Stepich, Lehman, and Russell model (PIE model).
Created in 1971 by Vernon S. Gerlach and Donald P. Ely, the Gerlach and Ely Model is a media-rich instructional approach whose focus emphasizes two essential factors of effective teaching: clearly defining teaching goals and methods for reaching each of the desired learning outcomes (Forest, 2016). The Gerlach and Ely model has six tenets which are a mix of linear and concurrent activities. The phases of the Gerlach and Ely model are:
When analyzing the similarities and differences between the ASSURE and the Gerlach and Ely models, there were a few commonalities and differences between the two. Some noticeable similarities are that both models are systemic in their design to infuse technology in the instructional lesson, are easy to integrate in the lesson planning process, and are applicable to both K-12 and higher educational settings. Although these models were derived from the ADDIE model, neither of them require a needs analysis.
However, there are some notable difference between the two models. First, the Gerlach and Ely focus on the content first, whereas the ASSURE focus starts with the learner. The ASSURE model has far less phases the teacher must transition through during its cycle. With design activities grouped together simultaneously, the teacher could overlook or not provide enough details in the process of designing.
Derived from a book written for pre-service teachers, The PIE model was created by Newby, Stepich, Lehman, and Russell with the intent of helping them to focus on creating and presenting classroom instruction that is learner-centered as opposed to teacher-centered (Gustafson and Branch, 2002). Newby, Stepich, Lehman, and Russell spend a significant amount of time specifying the role of the student in each phase of this learning module. The PIE model is an acronym for:
To ensure their model efficiently helps the teacher plan the lesson and integrate technology where appropriate, Newby, Stepich, Lehman, and Russell created a matrix which provides specific questions that address the learner, teacher, and instructional technology. The teacher can explicitly target the questions addressing the planning, implementation, and evaluation needs of the learner, teacher, and instructional technology.
Critiquing the similarities and difference of the ASSURE and PIE models, there are commonalities and differences even though they are few. A few similarities are that both models focus on creating a student-centered learning environment that specifically addresses the usage of technology into lesson design. An additional similarity is that both models work quite well for the classroom. Just like the previous models, ASSURE and Gerlach and Ely, the PIE model is systematic by design.
There is a distinct difference between the models because the phases to complete an actual cycle of the PIE model is quite small in comparison to the ASSURE model. Because of this, the teacher might get lost in the complexity of the matrix in trying to adequately address all components of the model necessary to create an effective technology infused lesson. In addition, the scope of the PIE model is to focus on small groups rather than large and should be used in situations where there will be only one trainer. Unlike the ASSURE model, the PIE model has a graphical representation that shows teachers the steps in using this model.
References
Artz, H. (2011). The ASSURE Model: Ensuring Effective Lessons. EDUC-506-May2011. Retrieved from http://educ506may2011.blogspot.com/2011/06/assure-model-ensuring-effective-lessons.html
Aziz, H. (1999). Assure learning Through the Use of the ASSURE Model. Office of Information Technology at Valencia Community College. https://learn.vccs.edu/bbcswebdav/institution/SO/MODEL/Learning%20Unit%202/Assure%20Learning%20Through%20the%20Use%20of%20the%20ASSURE%20Model.pdf
Forest, E. (2015). ASSURE: Instructional Design Model - Educational Technology. Educational Technology. Retrieved 13 February 2017, from http://educationaltechnology.net/assure-instructional-design-model/
Gustafson, K. & Branch, R. (2002). Survey of instructional development models (4th ed.). Syracuse, N.Y.: ERIC Clearinghouse on Information & Technology.
Han, L. (2015). The ASSURE Model – A Digital Encyclopedia of Learning Design. Onlineacademiccommunity.uvic.ca. Retrieved 14 February 2017, from https://onlineacademiccommunity.uvic.ca/learningdesign/2015/06/24/the-assure-model/
Moller, L. (1991). Planning programs for distant learners. Academia.edu. Retrieved 15 February 2017, from https://www.academia.edu/27098787/Planning_programs_for_distant_learners
Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology. Boston: Pearson.
Smaldino, S., Mims, C., Lowther, D., & Russell, J. (2015). Instructional Technology and Media for Learning (11th ed., pp. 37-60). Pearson.
Recommended Web Resources
Ahmed, D. H. I. H. (2014). The ASSURE Model Lesson Plan [Pdf]. Khartoum: University of Khartoum. http://edu.uofk.edu/multisites/UofK_edu/images/News/ASSURE.pdf
This resource includes a lesson plan template designed for the ASSURE model. It incorporates each step of the ASSURE model into each part of the lesson, including specific questions to answer.
Aziz, H. (1999). Assure learning Through the Use of the ASSURE Model. Office of Information Technology at Valencia Community College. https://learn.vccs.edu/bbcswebdav/institution/SO/MODEL/Learning%20Unit%202/Assure%20Learning%20Through%20the%20Use%20of%20the%20ASSURE%20Model.pdf
This article acknowledges that the technology and media that are available to teachers and students is ever evolving.
Culatta, R. (2013). Assure - Instructional Design Model. Instructionaldesign.org. Retrieved 14 February 2017, from http://www.instructionaldesign.org/models/assure.html
This blog provides a brief overview of instructional design models and descriptions by their contributors.
Faryadi, Q. (2007). Instructional Design Models: What a Revolution!. Online Submission. http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED495711
This review looks at the ASSURE model, Gagné’s Nine Events of Instruction, and John Killer’s model to discuss the benefits of using an ID model and integrating interactive multimedia into the lesson.
Forest, E. (2015). ASSURE: Instructional Design Model - Educational Technology. Educational Technology. Retrieved 13 February 2017, from http://educationaltechnology.net/assure-instructional-design-model/
This highly recommended resource provides a very detailed and well-written examination of significant instructional design models.
Georgiou, M. (2014). The ASSURE Learning Model. Retrieved from http://drmariageorgiou.blogspot.com/2014/08/the-assure-learning-model.html
This blog provides a very thorough explanation of the ASSURE model and comparison of other models.
Han, L. (2015). The ASSURE Model – A Digital Encyclopedia of Learning Design. Onlineacademiccommunity.uvic.ca. Retrieved 14 February 2017, from https://onlineacademiccommunity.uvic.ca/learningdesign/2015/06/24/the-assure-model/
This website provides quite an extensive collection of instructional design models. As well as videos and links to other models that are similar to it.
Hanley, M. (2009, January 24). ASSURE Model: Discovering Instructional Design 18. Retrieved February 10, 2016, from http://michaelhanley.ie/elearningcurve/index.php/2009/06/24/assure-model-discovering-instructional-design-18/
This resource explains the steps of the model in detail and gives a suggested list of criteria for choosing media, how to build strong, purposeful objectives, and to evaluate the student performance, media components, and instructor performance.
Thomas, P.Y. (2010) Learning and instructional systems design. Retrieved from http://uir.unisa.ac.za/bitstream/handle/10500/4245/04Chap%203_Learning%20and%20in structional%20systems%20design.pdf?sequence=5
This chapter provides some quality information on a vast collection of instructional design models.
ASSURE Model (Selecting methods, media, and materials). (2013). Slideshare.net. Retrieved 13 February 2017, from http://www.slideshare.net/Markee_31/assure-model-selecting-methods-media-and-materials
Provides a very thorough explanation of the ASSURE model.
Recommended Journal and Book Resources
Gustafson, K. & Branch, R. (2002). Survey of instructional development models (4th ed.). Syracuse, N.Y.: ERIC Clearinghouse on Information & Technology.
This resources provides insightful knowledge of the Instructional Design process and the attributes of various models.
Heinich, R. (1985). Instructional Technology and the Structure of Education. Educational Communication And Technology, 33(1), 9-15.
This article is a follow up to a previous article by Robert Heinich, which discusses using technology to enhances lessons and planning.
Ibrahim, A. (2015). Comparative Analysis between System Approach, Kemp, and ASSURE Instructional Design Models. International Journal Of Education And Research, 3(12), 261 - 270.
This article provides an explanation of these instructional design models and comparison of each.
Moller, L. (1991). Planning programs for distant learners. Academia.edu. Retrieved 15 February 2017, from https://www.academia.edu/27098787/Planning_programs_for_distant_learners
This article provides an explanation how the ASSURE model can be implemented for distance learning.
Othman, A., Pislaru, C., & Impes, A. (2014). Improving the Quality of Technology-Enhanced Learning for Computer Programming Courses. International Journal Of Information And Education Technology,, 4(1), 83-88. doi:10.7763/IJIET.2014.V4.374
This paper describes the rationale, design, development and implementation stages of an e-learning package (including multimedia resources such as simulations, animations, and videos) using the ASSURE model.
Russell, J., Sorge, D., & Brickner, D. (1994). Improving technology implementation in grades 5-12 with the ASSURE Model. T H E Journal, 21(0192592X), p 66-70.
This article discusses using instructional models to integrate technology and improve overall instruction practice.
Shariffudin, R. (2007). Design Of Instructional Materials for Teaching and Learning Purposes: Theory into Practice. MEDC, 1, 97-110.
This article closely examines instructional design theory, its theories and models, and examples of implementations.
Smaldino, S., Molenda, M., Russell, J., & Heinich, R. (2005). Instructional technology and media for learning (8th ed., pp. 46-79). Upper Saddle River, N.J. [etc.]: Pearson/Merrill/Prentice Hall.
This book is the foundation of the ASSURE model. It provides a great explanation and examples of every step of the ASSURE model in developing technology enriched lesson plans.
Smaldino, S., Mims, C., Lowther, D., & Russell, J. (2015). Instructional Technology and Media for Learning (11th ed., pp. 37-60). Pearson.
This book is the foundation of the ASSURE model. It provides a great explanation and examples of every step of the ASSURE model in developing technology enriched lesson plans.
Sezer, B., Karaoglan Yilmaz, F., & Yilmaz, R. (2013). Integrating Technology into Classroom: The Learner-Centered Instructional Design. International Journal On New Trends In Education And Their Implications, 4(4), 134-144. Retrieved from https://eric.ed.gov/?id=ED561175
This article provides a thorough explanation and a comparison of some significant instructional design models.