ASSURE MODEL
ASSURE MODEL
INTRODUCTION
Key Information Developers:
Robert Heinich, Michael Molenda, and James D. Russell.
Purpose:
To guide teachers in planning and delivering lessons that effectively integrate technology and media to enhance learning.
Approach:
It is a constructivist model that focuses on a learner-centered approach to instruction.
Acronym:
The name ASSURE is an acronym for the six steps of the model:
A: nalyze Learners
S: tate Objectives
S: elect Methods, Media, and Materials
U: tilize Media and Materials
R: equire Learner Participation
E: valuate and Revise
WHO IS ROBERT HEINICH, MICHAEL MOLENDA, AND JAMES D. RUSSELL?
Robert Heinich is Professor, Department of Instructional Systems Technology, Indiana University, Bloomington. From 1949-1962, he was Director, Audio-Visual Services, Colorado Springs Public Schools. This experience was the genesis of his conceptions of instructional technology. He was a Visiting Assistant Professor at the University of Southern California from 1963 to 1967 while working on his doctoral degree under James D. Finn. In 1967 he was hired by Doubleday and Company to form a profit center to develop products for both the school and training markets. In 1969 he joined the faculty of Indiana University. He was President of AECT, 1971-72, and President of the ECT Foundation, 1972-1982. He was Editor of Educational Communications and Technology Journal, 1970-1983. Among his awards are the Distinguished Service Award from AECT, Presidential Citation from NSPI, and Communication of the Year Award from NSPI. Among his publications are Technology and the Management of Instruction and Instructional Media and the New Technologies of Instruction with Michael Molenda and James D. Russell.
Dr. James D. (Jim) Russell, Professor Emeritus of Learning Design and Technology in the College of Education, passed away on December 14, 2022, following a period of declining health. A celebration of his life was held February 6, 2023. Russell was on the faculty for 38 years and was instrumental in developing the Learning Design and Technology program at Purdue. In 1976, he helped to lead the effort to add a focus on instructional design to a program that at that time prepared school library and media sciences specialists. During his career, he taught courses including introduction to instructional design, instructional media, and adult education. He was well-known in the field for authoring Instructional Media and Technologies for Learning, along with colleagues Robert Heinich, Michael Molenda, and later Sharon Smaldino, which was the leading instructional media textbook in the field and introduced the ASSURE model for selecting and utilizing media.
Michael Molenda is now retired from teaching in Instructional Systems Technology at Indiana University (1972-2005) but continues to live in Bloomington and to do research and writing. He is co-author of the first five editions of Instructional Media and the New Technologies of Instruction, co-editor of AECT’s 2008 definition book, Educational Technology: A Definition with Commentary, co-author of the chapter on “Instruction” in Handbook of Human Performance Technology, 3rd ed. He contributed encyclopedia articles on Behaviorism, Reinforcement, Practice, Discovery Learning, Transfer, Individualized Instruction, Self-Directed Learning, Innovation, Open Education, and Visual & Pictorial Learning for AECT’s 2013 Encyclopedia of Terminology for Educational Communications and Technology. He has written numerous encyclopedia articles and book chapters on instruction and instructional design. He is currently preparing a book, Elements of Instruction: Building Blocks of Lesson Design, for Taylor & Francis Publishers.
WHAT IS ASSURE MODEL?
The ASSURE model was developed by Heinrich and Molenda in 1999. It is a well known instructional design guide using constructivist perspective which integrates multimedia and technology to enhance the learning environment (Patrick Lefebvre 2006). “Careful planning will increase the effectiveness of instruction” (Daniel Callison 2002).
According to the ASSURE Model of Instructional Design, the designer should follow the following important criteria:
(1). Analysis: The audience should be studied prior to the conception of the design. Learners’ skills, prior knowledge, attitude, age, grade and learning style must be taken into consideration. According to Hap Aziz, “In order to select the best media and technology for the delivery of instructional content, it is essential to identify and analyze the audience”. (Hap Aziz, OIT. 1999).
(2). Statement of the Objectives: The lesson objectives must be clear and sound. The instructor must state what the learner will achieve in the end. The most important
objective can be summarized as follows: objective about intended audience, their learning behavior, learning conditions such as equipments, maps, dictionaries, note taking and the degree of proficiency of a learner to be eligible to continue further. Statement of the objective also involves systematic planning and procedure (Daniel Callison 2002). The instructor should be able to observe students behavior as a result of the model. This is very important for further evaluation of the model. According to Gagne, “It is necessary to translate the needs and goals into objectives that are sufficiently specific to guide the instructor in teaching and the learner in studying” Gagne, R. M. Briggs, L. J, & Wager, W.W. (1992).
(3). Selection of Media: Relevant media and content materials such as sound, graphics, text animations and videos must be selected for effective learning outcomes. “As we know, instructional technology the convergence of computer and communications technology within the realm of teaching and learning has already had profound effects on education at all levels.” (Philip H. Swain 2003) The duty of the instructor is to bridge the new technology with the existing materials. Instructors must understand how technology is used to educate learners. Because of the exciting attributes of technology the question of what to teach and how to teach must be addressed (Judith J. Lambrecht 1999).
(4). Utilization of materials: The instructor must make the lessons interesting by choosing appropriate materials to be used by the learners. Even the room/classroom conditions and equipments, lights and facilities must be appropriately suitable for learning conditions.
(5). Require Learners Performance: Instructor should provide ample opportunity for the students to practice the lesson and must be given adequate feedbacks for improvements. The lesson should include a variety of meaningful activities for the students to participate in problem solving and critical thinking. This will allow the learner to communicate with the teacher and receive valuable feedback.
(6). Evaluation: Evaluating the entire lessons is very crucial for further improvements.
Instructor must evaluate to see whether his/her objectives are achieved. Before presenting the lessons again, appropriate revision and correction must be done.
WHAT IS THE PURPOSE OF ASSURE MODEL IN EDUCATION?
The ASSURE model shows teachers how to plan a science lesson that will include educational technologies. The ASSURE model, which step-by-step explains the instructional planning, the selection and use of the materials, and the evaluation of the learning outcomes, is a guiding educational model for all teachers who want to benefit from educational technologies to increase student motivation in their lessons (Shelly et al., 2012).
The science teacher, who took part in the current study and implemented the instructional plan following the ASSURE model, observed that one student who previously had not participated in the online lessons attended the lessons by turning on his camera. Some students noticed their abilities while completing the activities and designing their cars, and they were very pleased with this situation.
The ASSURE model is an alternative instructional design model for teachers who want to use materials and technology effectively and efficiently. Using appropriate materials and technology in instruction requires experience (Elmalı, 2020). However, since it guides the instructional design process step by step and integrates educational technology to enhance the learning environment, the ASSURE model will be beneficial for teachers who have just started their profession, as well as for experienced teachers (Smaldino et al., 2021).
CONCLUSION and SUGGESTIONS
This study examined a science module planned and implemented based on the ASSURE model to teach the curriculum standards related to potential energy, gravitational potential energy, and the effects of mass and height on gravitational potential energy. By following the six phases of the ASSURE model, the module involved educational technologies, various interactive applications, and hands-on learning activities. The implementation process took place in an online learning environment.
In previous studies, the ASSURE model was generally used in classroom learning environments (Kim & Downey, 2016; Shelly et al., 2012). This study contributes to the related literature as it illustrates a successful application of the ASSURE model in an online learning environment (Çetinkaya, 2017). This contribution is particularly important as online education has become a necessity due to factors such as the Covid-19 pandemic (Keleş et al., 2016). The findings of this study suggest that different applications of the ASSURE model can be used to plan instructional units/lessons for other science topics.
The ASSURE model emphasizes the effective integration of educational technologies into the learning processes (Shelly et al., 2012). In this study, new generation internet technologies (i.e., Web 2.0 tools) and interactive simulations were used in the lessons. Aligned with the related literature, it was observed that integrating educational technologies into the science lessons promoted conceptual learning, motivation, and participation (Heald, 2016). Therefore, the researchers suggest ASSURE as an effective instructional design model that can guide the planning and use of appropriate technologies in science education.
REFERENCES
https://files.eric.ed.gov/fulltext/ED495711.pdf
https://files.eric.ed.gov/fulltext/EJ1323297.pdf
https://sites.google.com/view/educational-technology-info/researchers/robert-heinich
https://education.indiana.edu/about/directory/profiles/molenda-michael-h.html
https://www.scribd.com/document/596568620/0-Instructional-Media-and-Technologies-for-Learning-7th-Edition-by-Robert-Heinich-Michael-Molenda-James-D-Russell-Sharon-E-Smaldino-Z-lib-org
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