User:Valerie King-Roberts/sandbox

'ASSURE INSTRUCTIONAL DESIGN MODEL'

The ASSURE is an instructional design model which is a procedural guide for planning and delivering instruction that integrates technologies and media into the teaching and learning process. This model was developed by Robert Heinich, Michael Molenda, James Russel, and Sharon Smaldino. Established in 1982, the ASSURE model follows a traditional ISD classroom process that incorporates Gagne ́’s Nine events of Instruction into the final product (Reiser & Dempsey, 2012). ASSURE, is an acronym that describes the stages in the model. The ISD process is one in which teachers and trainers can use to design and develop the most appropriate learning environment for their students. You can use this process in writing your lesson plans and in improving teaching and learning (Richard Culatta, 2018).

About the ASSURE Model

The ASSURE model is applicable to planning any instructional lesson. The following chart illustrates the stages of developing an instructional lesson using the ASSURE model:

A- S- S- U- R- E-

Chart illustrating the acronym ASSURE

The Stages in the ASSURE model

Analyze the Learners:

The teacher needs to be aware of the ability of the learners. There should be a focus on those learner characteristics which are associated with the learning outcomes desired (Educational Technology, 2018). Determining the characteristics of the learners will guide the selection of methods, resources and media to assist the learning process.

State Objectives

Students need to be aware of the type of knowledge or skills expected to be learned or presented at the end of a lesson. A clear idea of the objective or objectives of an instruction will aid in choosing your materials and determining the focus and purpose of the lesson or project more wisely. Student’s learning objectives should be matched to curriculum standards (Shelly, Gunter & Gunter, 2010). Educational Technology (2018) states the mark of a good set of learning objectives is conformity to the ABCDs of well-stated learning objectives. They are as follows: Audience – For whom is the objective intended? Behavior – What is the behavior or performance to be demonstrated? Conditions – What are the conditions under which the behavior or performance will be observed? Degree – To what degree will the knowledge or skill be mastered? Additionally, it is suggested that the objectives statement should be formulated with verbs that pinpoint the learning objective. Bloom’s taxonomy provides a useful guide of the appropriate verbs to compose good sound objectives.

Select methods, materials and media:

After finalizing the objectives, the best method should be chosen, the materials to support the method. Media that complements the method and meets curriculum standards should be sourced. Types of media include audio and visual technology, newsprint, internet or the web, calculators, tablets, software or apps. Once the decision is made about the communication of the information, be it demonstration, simulation, skit, PowerPoint Presentation etcetera, then resources can be selected or modified to suit the objectives and learning outcomes.

Utilize methods, materials:

Teachers should preview all media and materials they intend to use, including videos, digital media applications and Web sites (Shelly, Gunter & Gunter, 2010). All software content should be reviewed by the teacher to ensure the software content aligns with the desired objectives. The classroom environment should be prepared to ensure the materials and media are available for use, especially if shared with other colleagues in the work environment.

Require learner participation

The most effective lessons are those that require learner participation and require learners to complete activities that build mastery toward learning objectives (Shelly, Gunter & Gunter, 2010). Learners must be actively engaged in their formulation of skills and practice their new knowledge while receiving feedback from the instructor. Practice may involve mental processes, peer discussion, research on the internet, self-evaluation or computer-assisted instruction.

Evaluate and revise

After instruction it is necessary to evaluate all aspects of the lesson for challenges and positive factors that affected the learners obtaining the objectives, completing the tasks and delivery of the content. Richard Culatta (2018) explains that

Once you have completed the design and instruction and gathered the data about the outcomes and impressions from your learners, you need to take the time to consider what went well and what could be changed in that particular instructional event.

The evaluation process includes assessing learning objectives, reviewing, critiquing the learners work or works based on specific standards, and evaluating reviews of the media and materials used (Shelly, Gunter & Gunter, 2010). Students should also be encouraged to reflect on their learning. This can be used to make adjustments to future instruction and the teacher will also be able to select appropriate media and materials to assist the learners in successfully mastering the objectives.

The Designers of the ASSURE model

Robert Heinich is Professor Emeritus in the department of Instructional Systems Technology (IST), Indiana University. He served on the faculty since 1969 following completion of his doctorate at University of Southern California and a stint as multimedia editor for Doubleday Publishing. He is the founder of a prominent media program at the Colorado Springs school district. Mr Heinich is an active leader in the field of educational technology for over four decades, serving as president of the Association for Educational Communications and Technology (AECT) in 1971-1972 and as president of AECT's foundation from 1972 to 1982. He was editor of AECT's scholarly journal from 1969 to 1983. Dr. Heinich has received the Presidential Citation of the International Society for Performance and Instruction and the Distinguished Service Award of AECT. He served as chairman of the IST department from 1979- to 1984 at Indiana University. Dr. Heinich authored many articles and monographs, some of the major theoretical underpinnings of the field. The University of Northern Colorado honored Bob with their Trail Blazer Award as an outstanding alumnus.

Michael Molenda is Associate Professor in Instructional Systems Technology (1ST) at Indiana University. He received his Ph.D. from Syracuse University and taught at University of North Carolina at Greensboro before joining Indiana University in 1972. His field of interest is in Media Applications, Instructional Development, Evaluation and Change, and Instructional Technology Foundations. Dr. Molenda served as chairman of the IST department from 1988 to 1991. He lectures and consults extensively on educational technology in Spain, the Netherlands, Indonesia, Korea, Swaziland, and several countries in Latin America and the Middle East. Professional distinctions include Fulbright Lecturer in Peru in 1976, membership on the Board of Directors of AECT, 1988-1991, and presidency of AECT's International Council, 1978-1979. Dr. Molenda's breadth of knowledge of the field of educational technology is indicated by his authorship of articles on educational technology in elementary and secondary education and instructional technology for recent editions of international encyclopedias of education. Since 1997 he has co-authored an annual survey of issues and trends in educational technology for Educational Media and Technology Yearbook.

James D. Russell is Professor of Educational Technology at Purdue University. During spring semesters he is visiting professor of Instructional Systems at Florida State University. A former high school mathematics and physics teacher, Jim teaches courses on Media Utilization, Instructional Design, Instructional Delivery Systems, and Principles of Adult Education. He was honored as his department's Outstanding Teacher in 1993 and with the School of Education's Best Teacher Award for 1996. Jim works part-time for Purdue's Center for Instructional Excellence, where he conducts workshops on teaching techniques and consults with faculty and graduate assistants on instructional improvement. His specialty areas, in which he has achieved national prominence through his writings and presentations, are presentation skills and using media and technology in classrooms. Because of his commitment to remaining close to the real world of teachers in the classroom, Dr. Russell serves as co-director of the Technology Integration Project, the purpose of which is to improve students' achievement and attitudes in math and science. As part of this project he conducts daylong workshops to train teachers as facilitators to work with other teachers to implement technology in their classrooms. Through these workshops and this textbook, Jim continues to make a significant impact on classroom teaching practice.

Sharon E. Smaldino is a Professor of Educational Technology at the University of Northern Iowa. Sharon received her Ph.D. in 1987 from Southern Illinois University, Carbondale. Prior to that she received an M.A. in Elementary Education and served for more than a dozen years as teacher, speech therapist, and special educator in school districts from Florida to Minnesota. At Northern Iowa she teaches an introductory: educational media course for undergraduates and graduate majors and is coordinator of the Educational Technology program. Dr. Smaldino also teaches graduate courses in Instructional Development, Instructional Computing Design, Desktop Publishing, and Selection and Integration. She is the recipient of the UNI 2000 Outstanding Graduate Teaching Award. Presenting at state, national, and international conferences, Sharon has become an important voice on applications of technology in the classroom and in distance education. In addition to her teaching and consulting, Dr. Smaldino has served as president of a division of AECT, served on the board of directors of IVI.A and AECT, and has written articles for state and national journals on her primary research interest, effective technology integration in learning. She is working on a Preparing Tomorrow's Teachers to use Technology (PT3) grant using the Web to deliver information and case studies of teachers using technology in schools.

Research on the Model

The ASSURE model is an instructional design model utilized by many teachers in the classroom, however according to Kim & Downey (2016) few researchers have investigated the impact on student learning as new technologies have emerged. Research was limited to a few scholarly papers. Materials to support this paper were mainly books co-authored by the designers of the model and other authors who briefly dedicated a paragraph or section in chapters to a synopsis of the instructional model.

Links https://educationaltechnology.net/assure-instructional-design-model/

https://onlinelearninginsights.wordpress.com/tag/instructional-design-models/

Publications related to the ASSURE model The following tables list a few publications based on the ASSURE instructional design model. The books are revised every year or so to keep abreast of developing trends and technology that enhance the ASSURE model integrated in the classroom.

Title	                       Year               	Author(s)

Instructional Media and Technologies for Learning	2002	Robert Heinich, Michael Molenda, James D. Russell,                                                           Sharon E. Smaldino

Instructional Technology and Media for Learning(10th ed)2012	Sharon E. Smaldino Deborah L. Lowther,James D. Russell Instructional Technology and Media for Learning:      2013     Sharon E. Smaldino and Deborah L. Lowther Pearson New International Edition

Instructional Technology and Media for Learning,      2015     Sharon E. Smaldino,Deborah L. Lowther, Enhanced Pearson eText with Loose-Leaf Version                 James D. Russell, Clif Mims -- Access Card Package (11th Edition)

Instructional Technology and Media for Learning,      2018     Sharon E. Smaldino,Deborah L. Lowther, Clif Mims with Revel -- Access Card Package (12th Edition)               James D. Russell What's New in Student Edition Instructional Technology)

Reference

Amazon.com, Inc (2018). Instructional media and technology for learning. Retrieved October 4, 2018 from https://www.amazon.com/Instructional-Media-Technologies-Learning- 7th/d/0130305367ref=sr_1_1?ie=UTF8&qid=1538758208&sr=8-1& keywords=Instructional+Media+and+Technologies+for+Learning+(7th+Edition)

Educational Technology (2018). ASSURE: Instructional Design Model. Retrieved October 3, 2018 from https://educationaltechnology.net/assure-instructional-design-model/

Heinich, R. (2002). Instructional media and technologies for learning / Robert Heinich ... [et al.]. (7th ed.). Upper Saddle River, N.J.: Merrill.

Kim, D., & Downey, S. (2016). Examining the Use of the ASSURE Model by K–12 Teachers. Computers in the Schools, 33(3), 153–168. https://doi-org.library.open.uwi.edu/10.1080/07380569.2016.1203208

Reiser, R., & Dempsey, John V. (2012). Trends and issues in instructional design and technology / edited by Robert A. Reiser, John V. Dempsey. (3rd ed.). Boston: Pearson.

Richard Culatta. (2018). Instructional Design- ASSURE. Retrieved October 3,2018 from http://www.instructionaldesign.org/models/assure/

Shelly, G., Gunter, Randolph E, & Gunter, Glenda A. (2010). Teachers discovering computers : Integrating technology and digital media in the classroom / Gary B. Shelly, Glenda A. Gunter, Randolph E. Gunter. (6th ed.,Shelly, Gary B. Shelly Cashman series). Boston, MA: Course Technology.

Smaldino, S., Lowther, Deborah L, Mims, C. & Russell, James D. (2018). Instructional technology and media for learning / Sharon E. Smaldino, Deborah L. Lowther, Clif Mims, James D. Russell. (12th ed.). Boston: Pearson.

Smaldino, S., Lowther, Deborah L, Mims, C. & Russell, James D. (2015). Instructional Technology and Media for Learning, / Sharon E. Smaldino, Deborah L. Lowther, Clif Mims, James D. Russell. (11th ed.). Enhanced Pearson eText with Loose-Leaf Version. Boston: Pearson.

Smaldino, S., Lowther, Deborah L, & Russell, James D. (2012). Instructional technology and media for learning / Sharon E. Smaldino, Deborah L. Lowther, James D. Russell. (10th ed.). Boston: Pearson.