Instructional Design Models
The ASSURE instructional design (ID) model uses a six-step process to effectively integrate the use of technology and media into lessons to improve student learning. The model was incorporated using Gagne’s nine events of instruction, and was developed by Heinich, Molenda, Russell, & Smaldino. Figure 1 documents the steps in the design process for the ASSURE model.
ASSURE |
Gagne’s Nine Events of Instruction |
1.
Analyze Learners Identify and
analyze learner characteristics.
In particular, consider general characteristics, specific entry
competencies (knowledge, skills and attitudes about the topic), and learning
style. |
1. Gain Attention Present the learner with a stimulus or
activity to engage them. |
2.
State Objectives State the
learning objectives as specifically as possible, that will be attained at the
end of the instruction. This
model uses the ABCD formula (i.e. must include audience, behavior, conditions
and degree) to create well stated objectives. |
2.
Inform Learner
of Objectives Present
the learner with the learning objectives that will be attained at the end of
the instruction. |
3.
Select Methods, Media and Materials Connect the
learners’ present knowledge, skills and attitudes with the learning
objectives of the instruction by choosing appropriate instructional
strategies, media and materials. |
3. Stimulate Recall of Prior Learning Present the learner with experience(s)
or questions so that they may recall prior relevant knowledge such as
previously learned concepts and rules. |
4.
Utilize Technology, Media and
Materials Plan how the
technology, media and materials will be used to implement instructional
strategies. This can be done by previewing
the technology, media & materials; preparing the technology, media &
materials; preparing the environment and learners; and providing the learning
experience. |
4.
Present the
Stimulus Present
the learner with the content material using the method and media you have
selected. |
5.
Require Learner Participation Provide
activities for learners to practice new skills so that they can receive
feedback on their performance before formal assessment. |
5. Provider Learner Guidance Provide the learner with relevant
guidance to enhance understanding.
This can come in the form of examples or further elaboration on
concepts and information presented to reinforce learning. |
6.
Evaluate and Revise At the end
of instruction, evaluate its effectiveness and impact on student learning
outcomes based on the objectives.
Revise the instruction to address any areas of concern. |
6.
Elicit
Performance Present
the learner with practice activities so that they can demonstrate learning. |
7. Provide Feedback Provide the learner with feedback on
their performance of practice activities. |
|
8.
Assess
Performance Provide
the learner with formal assessment (such as a test) of their performance to
determine whether objectives have been met and/or what they have learned. |
|
9. Enhance Retention & Transfer Provide the learner with resources so
that they would retain information for long periods of time and enhance
transfer of knowledge. |
Characteristics |
ASSURE |
Gagne’s Nine Events of Instruction |
Orientation |
Prescriptive |
Prescriptive |
Knowledge Structure |
Procedural |
Procedural |
Expertise Level |
Suitable for all (i.e. novice,
intermediate, expert) |
Suitable for all (i.e. novice,
intermediate, expert) |
Theoretical Origins |
Systems
approach |
Systems
approach |
Institutional Context |
K-12 and Higher Education |
K-12/Higher Education/Government
training/Business training |
Levels |
Focus
is on unit/lesson/module |
Focus
is on unit/lesson/module/course/curriculum/ institutional/mass |
Characteristics |
ASSURE |
Gagne’s Nine Events of Instruction |
Strengths |
Promotes planning and delivery of
instruction using technology and media. |
Comprehensive in that it covers the entire
learning process from design to assessment to application thus promoting the
planning and delivery of instruction. |
The
model is easy to follow |
Linear
model allows for easy adoption in different learning contexts. |
|
Learner centered |
Learner centered |
|
Step
by step procedures taking into account all the details of the instruction. |
Roadmap
of guidelines for instructional designers and teachers to follow in the form
of “events”. |
|
Well-stated objectives using the ABCD
formula. |
Objectives are written in terms of
performance. |
|
Weaknesses |
Time
consuming to create for several lessons. |
More
steps to follow in order to complete the lesson plan. |
Narrow scope where focus is on
unit/lesson/module |
Passive learning environment and the
linear model does not allow instructors to be creative. |
My personal preference is the ASSURE ID model even though it was incorporated from Gagne’s nine events of instruction, and both models are very similar. The main reason this model is my personal preference, is that it is intended for planning and delivery of instruction with technology and media, and therefore makes it appropriate for planning distance education. This model is very learner-centric in that the first step in the process is to consider and identify the characteristics of the learner, and has an emphasis on learner participation. In a distance learning environment it is important that learners participate in order for instruction to be effective and beneficial to student learning. According to Smaldino et al. (2012), “learning is an active mental process built from relevant authentic experiences” (p. 52). Implicitly, the ASSURE model requires learner participation as one of the steps. There is also more room for an instructor to be creative using the ASSURE model than with Gagne’s nine events model. In addition, it is a practical and easy to use model.
Gunter, E. R., (2010). Glossary. Retrieved October 20, 2013 from http://arcmit01.uncw.edu/erg1602/Glossary.html
Instructional Design Method. (n.d.). In EduTech Wiki. Retrieved October 21, 2013, from http://edutechwiki.unige.ch/en/Instructional_design_method
Nine Events of Instruction. (n.d.). In EduTech Wiki. Retrieved October 21, 2013, from http://edutechwiki.unige.ch/en/Nine_events_of_instruction
Reiser, R. A., & Dempsey, J. V. (2011). Trends and Issues in Instructional Design and Technology (3rd ed.). Boston, MA: Pearson Education, Inc.
Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2012) Instructional Technology and Media for Learning (10th ed.). Upper Saddle River, NJ: Prentice Hall.