By
TriHari Nurdi (1507042029)
A. Introduction
TheASSURE model is an instructional system or guideline that teachers can use todevelop lesson plans which integrate the use of technology and media (Smaldino,Lowther & Russell, 2008). The ASSURE Model places the focus on the learnerand the overall outcome of accomplishing learning objectives. The ASSURE modelis an enriched evolution of the ADDIE general model. Although the ASSURE modelhas six steps, which do not exactly correspond to ADDIE’s five, ASSURE alsopresents design phases, and shares with it the two main features: the initialfocus on analysis and the cyclic structure.
Thepeculiar feature of this model is that it is focused on “planning andconductingInstruction that incorporates media” (Heinich, Molenda &Russel, 1993). Its main perspective is on how to integrate media (any kind ofmedia) into instruction in a method capable of producing the desired learningoutcomes. Developed by Robert Heinich and Michael Molenda decades ago, theASSURE model gained popularity because of its use in a popular textbook foreducators.
Itis a well-known instructional design guide that uses the constructivistperspective, which integrates multimedia and technology to enhance the learningenvironment (Lefebvre 2006). The ASSURE model was modified to be used byteachers in the classroom by Smaldino, Lowther & Russell, 2008.
Teachersprefer the ASSURE model because it is designed to be used for a few hours ofinstruction and for each individual student. This model does not require highcomplexity ofdelivered media, deep ID knowledge, or high revision ofdesigns (Gustafson & Branch, 2002). The main difference between aninexperienced teacher and an expert teacher is that an expert teacher caneasily decide on content, appropriate teaching strategies, and delivery medium.The ASSURE model gives new (inexperienced) teachers a general roadmap to followto help them think more like expert teachers.
B. ASSURE model for educational media
TheASSURE Model has six steps, each represented by a letter in the acronym title,with each step describing a set of task central to the informed selection anduse of educational technology. The ASSURE acronym stands for these importantcomponents:
Analyze Learners;
State Objectives;
Select Methods, Media and Materials;
Utilize Methods, Media and Materials;
Require Learner Participation; and
Evaluate and Revise.
Analyze Learners:General Characteristics
Thefirst step in the ASSURE model is to Analyze Learners. To Analyze the Learnersyou must examine the learner in detail. Like most things, without taking thetime in the beginning to examine the learner, nothing you have prepared will beeffective. Once you have an understanding and reasonable grasp for thelearners’ competence at the beginning of the instruction, the teacher can modifyto assist the learner in their learning endeavors (Callison 2002).
Aspart of analyzing your learners you must identify your audience. Your audiencecan be students, teachers, group members, an organization, a youth group, amongmany others. You must know the audience if you are to select the best medium tomeet the objectives you have set. The audience can be analyzed in terms oftheir general characteristics (grade level, age, sex, mental, emotional,physical or social problems, socio-economic status etc.) with specific entrycompetencies (prior knowledge, skills, and attitudes about the topic), andlearning styles (visual, musical, verbal, logical, etc.).
(1) General Characteristics (of the learners)
A superficial analysis of learner characteristicscan provide helpful leads in selecting instructional methods and media.
CHARACTERISTICSOF THE LEARNERS DEPEND: -reading skills,ethnic or cultural subgroup, learner’s apathy, social background and etc.
Themore advanced have a sufficient base for using audiovisual or even verbalmaterials.
If learner apathy toward the subject matter is aproblem, consider using a highly stimulating instructional approach, such as adramatic videotape or a simulation game.
Learnersentering a new conceptual area for the first time may need more direct,concrete kinds of experiences, such as field trips or role-playing exercises.More advanced learners usually have a sufficient base for using audiovisual oreven verbal materials.
Heterogeneousgroups, which include learners varying widely in their conceptualsophistication or in the amount of firsthand experience they have with thetopic, may profit from an audiovisual experience such as videotape. Such asmedia presentation provide a common experiential base that can serve as animportant point of reference for subsequent group discussion and individualstudy.
(2) Specific Entry Competencies
At the beginning, you haveto assume that the learners lack the knowledge and skills But they possess the knowledge or skills needed tolearn and understand from the lesson.
This assumption that learners have theprerequisite knowledge or skill to begin the lesson can seldom be acceptedcasually in school settings. Teachers of mixed ability class routinelyanticipate that some students will need remedial help before they are ready tobegin a particular unit of instruction.
These realizations suggest that instructorsmust verify assumptions about entry competencies through informal means (suchas in-class questioning or out-of-class interviews) or more formal means (suchas testing with standardized or teacher-made tests). Entry tests areassessment, both formal and informal, that determine whether students possesthe prerequisites.
(3) Learning styles
Learning style refers to acluster of psychological traits that determine how an individual perceives,interacts with, and respond emotionally to learning environments.
Gardner was dissatisfied with the concept ofIQ and its unitary view of intelligence. He identified seven aspects ofintelligence: (1)verbal/linguistic (language), (2) logical/mathematical(scientific/quantitative), (3) visual/spatial, (4) musical/rhythmic, (5)bodily/kinestetic (dancing/athletics), (6) interpersonal (ability to understandother people and (7) intrapersonal (ability to understand oneself)
State Objectives
Thestated objectives are statements describing what the learner will do as aresult of instruction. In other words, objectives are the learning outcomes, thatis, what will the student will learn from the lesson? In order to developproper objectives you must frame them in terms of desired behavior.What the learner will be able to accomplish after completing the instruction.The objectives you use should be as specific as possible so the learnerunderstands what they are to accomplish. If objectives are clearly andspecifically stated, both the learning and teaching will become objectiveoriented.
Mostobjectives contain four parts:
- Audience-who your learners are? ;
- Behavior to be demonstrated ;
- Conditions under which the behavior will be observed; and
- Degree to which the learned skills are to be mastered.
OBJECTIVES SHOULD BE STATED IN TERMS OF:
- What the learner (audience) will be able to do as a result of instruction (behavior).
- The conditions under which the student or trainee is going to perform and the degree of acceptable performance should be included.
- The next step is to state the objectives as specifically as possible.
- The objectives may be derived from a needs assessment or a course syllabus, stated in a textbook, taken from a curriculum guide, or developed by the instructor.
The ABCDs of Well-Stated Objectives
- A well-stated objective starts by naming the Audience of learners for whom the objective is intended.
- It then specifies the Behavior or capability to be learned and
- the Conditions under which the capability would be observed.
specifiesthe Degree to which the new skill must be mastered—thestandard by which the capability can be judged.
(1) Audience
a)
Focus on what the learner is doing, not on what theteacher is doing.
b)
Learning is most likely to take place when the learner is active—mentally processing an idea or physically practicing a skill.
c)
not what the teacher does, the objective begins by stating whosecapability is going to be changed
(2) Behaviour
a)
The heart of the objective is the verb describing the new capability thatthe audience will have after instruction.
b)
This verb is most likely to communicate your intent clearly if it isstated as an observable behavior.
c)
What will the learner be able to do after completing instruction?
d)
Vague terms such as know,' understand, and appreciate donot communicate your aim ' clearly. Better are define, categorize, and demonstrate,which denote observable performance.
(3) Conditions
A statementof objectives should include the conditions under which performance is to beobserved, if such conditions are relevant
(4) Degree
The finalrequirement of a well-stated objective is to indicate the standard by whichacceptable performance will be judged Includes: What degree of accuracyor proficiency must the learner display? Whether the criteria are stated inqualitative or quantitative terms.
Classificationof Objectives
Anobjective may be classified according to the primary type of learning outcomeat which it is aimed. Although there is a range of opinion on the best way todescribe and organize types of learning, three categories (or domains), oflearning are widely accepted: cognitive skills, affective skills and motorskills. To these we add a fourth, interpersonal skills, because of theimportance of such skills in teamwork. Objectives are not intended to limitwhat a student learns but rather to provide a minimum level of expectedachievement.
SelectMethods, Media, & Materials
Onceyou know your audience and have a clear idea of what they should get out of thelesson, then it is time to select the appropriate method for the given learningtask, select available materials, modify existing materials, or design newmaterials to help accomplish this task. (Smaldino, Lowther, & Russell,2012). At this step, the Instructor should connect the audience to theobjectives. To connect the two the teacher must determine what method to use.
Asystematic plan for using media demands that the media be selectedsystematically at first.
The selection process has two stages:
(1) Deciding on the appropriate method for thegiven learning tasks, First, it would be overly simplistic to believe thatthere is one method that is superior to all others or that serves all learningneeds equally well. Teachers often structure assignments to allow students withdifferent preferred learning styles to pursue their individual practice throughdifferent methods (e.g. “having abstract random” thinkers use a role-playsimulation while ‘concrete sequential” thinkers use a lab manual for structuredproblem solving).
(2) Choosingan appropriate media format and selecting, modifying, or designing the specificmaterials within that format.
Choosing aMedia Format
A mediaformat is the physical form inwhich a message is incorporated anddisplayed. Media formats include, for example, flip charts (still images andtext), slides (projected still images), audio (voice and music), film (movingimages on screen), video (moving images on a TV set) and computer multimedia(graphics, text, and moving images on a TV set). Each has different strengthand limitations in terms of the types of messages that can be recorded anddisplayed. Choosing a media format can be a very complex task because of thefollowing:
vast arrayof media available, the infinite variety among learners, and the objectives tobe pursued.
Things to consider in media selection models:
a)
instructional situation or setting (e.g., large-group,small-group, or self-instruction),
b)
learner variables (e.g., reader, nonreader, or auditorypreference)
and thenature of the objective (e.g., cognitive, affective, motor skill, orinterpersonal) must be considered against the presentational capabilitiesof each of the media formats (e.g., presenting still visuals, motion visuals,printed words, or spoken words).
c) Some models also take into consideration thecapability of each format to give feedback to the learner .
ObtainingSpecific Materials: Select, Modify, or Design
Obtaining appropriate materials will generally involve one of threealternatives: (1) selecting available materials, (modifying existing materials,or (3) designing new materials. Once you decided what media format suits yourobjectives the next thing that you should consider is in findingspecific materials to convey the lesson
SelectingAvailable Materials
The majorityof instructional materials used by teachers and trainers are "off theshelf"—that is, ready-made and available from school, district, or companycollections or other easily accessible sources.
Survey ofSources
Your firststep might be to survey some of the published media reference guides to get ageneral idea of what is available. Thedecision about whether to use a particular piece of instructional materialdepends on several factors. Recent research confirms the critically of certaincriteria in the appraisal of materials among the questions to be asked abouteach specific piece of media are the following:
-
Does it match the curriculum?
-
Is it accurate and current
-
Does it contain clear and concise language?
-
Will it arouse motivation and maintain interest?
-
Does it provide for learner participation?
-
Is it of good technical quality?
-
Is there evidence of its effectiveness(e.g., field-test result)?
-
Is it free from objectionable bias and advertising?
-
Is a user guide or other documentation included?
ModifyingAvailable Materials
If you cannot locate any suitable materials you can always modify what isavailable. This can be both challenging and creative.
DesigningNew Materials
certainbasic considerations must be taken into account when designing new materials.For example:
- Objectives What do you want your studentsto learn?
- Audience What the characteristics of yourlearner?
- Cost Issufficient money available in your budget to meet the cost?
- Technical Expertise Doyou have the necessary expertise to design and produce the kind of materialsyou wish to use?
- Equipment Do you have the necessary equipment toproduce or use the materials you intend to design?
- Facilities if your design calls for use ofspecial facilities for preparation or use of your materials, are suchfacilities available?
- Time Canyou afford to spend whatever time necessary to design and produce the kind ofmaterials you have in mind?
UtilizeMethods, Media, & Materials
TheUtilize Methods, Media & Materials step is where you develop your plan forimplementing your media and materials. For each type of media or materials, theteacher selects and describe in how they are going to implement the media (ormaterial) into your lesson to help your learners meet the lesson’s objective.The media, materials and technology selected should be focused on carrying outthe selected method. If you decide to use electronic equipment, be sure to useit before, even practice if you have to, to insure the equipment is functioningproperly. In that same regard, it is also important to practice the lessonitself before introducing it to the learner. Next, prepare the room, thenecessary equipment and facilities. It may be obvious, but both the learner andteacher should be prepared for the learning experience.
Toget maximum learning impact from your presentation, you must follow certainutilization procedures
Preview the Materials
Noinstructional materials should be used blind that’s why during the selectionprocess you should have determined that the materials are appropriate for youraudience and objectives.
Practice the Presentation
Afterpreviewing the materials, you should practice your portion of the presentation.However, do not over practice, or the presentation will sound "canned.“
Prepare the Environment
Whereverthe presentation is to take place classroom, auditorium, meeting room, orwhatever the facilities will have to be put in order. Utilization of many mediarequires a darkened room, a convenient power supply, and access to lightswitches.
Present the Material
Thisis what you've been preparing for, so you will want to make the most of it. Ourterm for this is showmanship. instructor should be able to directattention in the classroom.
RequireLearner Participation
TheRequire Learner Participation step requires you to describe how you are goingto get each learner actively and individually involved in the lesson. Studentslearn best when they are actively involved in the learning experience. Whateveryour teaching strategy, be sure to incorporate questions and answers,discussions, group work, hands-on activities, and other ways of gettingstudents actively involved in the learning of the content. You shouldseek to pay close attention to your learners and feel confident that they aretruly grasping the content and not just listening. Participating in thelearning will facilitate this level of understanding. Allow them to constructknowledge as opposed to trying to “teach” them knowledge. Finally for thisstep, feedback must be provided to the learner before any type of evaluation isconducted.
Thefifth step in the ASSURE model is to provide opportunities for learners topractice the capability being taught.
Educatorshave long realized that participation in the learning process by the learnerenhances learning.
JohnDewey urged reorganization of the curriculum and instruction to make studentparticipation a central part of the process.
Behavioral psychologists such as B. F. Skinnerdemonstrated that instruction providing for constant reinforcement of desiredbehaviors is more effective than instruction in which responses are notreinforced.
EvaluateStudent Performance:
Thelast step of the ASSURE method is Evaluate Student Performance. Here theevaluation should be matched to the objective. Ultimately this last stage isthe most important. You must evaluate the instruction process from start tofinish using the objectives you created in the beginning. It is helpful toreflect on your objections, the instructional strategy, the instructionalmaterials, and the assessment. By evaluating the learners against theobjectives it can be determined if the lesson was effective and whether anystep needs to be modify or re-examined.
TheASSURE model supports the field of educational technology. It is basedonthe principal that no one studentacquires information in the same way.While the ASSURE model is used to systematically design instruction, itsteps away from the traditional means of instruction, (textbooks, lectures,etc) to the use of technology to deliver the instruction. (Academy of TeachingExcellence,2002). In conclusion,the ASSURE model has six components eachnecessary for the successful implementation of the instruction, including: 1)Analyze learners, 2) State Objectives, 3) Select Methods, Media, and Materials,4) Utilize Media and Materials, 5) Require learner Participation, and 6)Evaluate and Revise.
As an enthusiast deeply immersed in the field of instructional design, I find the ASSURE model to be a cornerstone in integrating technology and media into educational practices. My understanding of this model is rooted in years of practical application and a comprehensive exploration of the scholarly works by Smaldino, Lowther, Russell, Heinich, Molenda, and others.
The ASSURE model, developed by Robert Heinich and Michael Molenda, stands out as an enriched evolution of the ADDIE general model. It addresses the dynamic landscape of education by focusing on the learner and the desired learning outcomes. The model is particularly known for its emphasis on planning and conducting instruction that incorporates media, making it a valuable guide for educators looking to enhance their teaching methods.
One of the distinctive features of the ASSURE model is its systematic approach, comprising six steps represented by the acronym itself: Analyze Learners, State Objectives, Select Methods, Media, and Materials, Utilize Methods, Media, and Materials, Require Learner Participation, and Evaluate and Revise. Each step plays a crucial role in ensuring effective instructional design.
Analyzing learners is the initial step, emphasizing the importance of understanding the characteristics, entry competencies, and learning styles of the target audience. This phase involves a thorough examination of factors such as grade level, age, cultural background, and prior knowledge, allowing instructors to tailor their approach accordingly.
The next step, stating objectives, requires educators to articulate clear and specific learning outcomes. Objectives should be framed in terms of desired learner behavior, considering the audience, behavior to be demonstrated, conditions, and degree of mastery.
Selecting methods, media, and materials follows, where educators must choose appropriate strategies and resources based on the analyzed learners and stated objectives. The systematic selection process involves deciding on the learning tasks and choosing a suitable media format, considering factors like instructional setting, learner variables, and the nature of objectives.
Utilizing methods, media, and materials involves implementing the plan and ensuring that the selected resources align with the chosen instructional methods. This step requires previewing materials, practicing the presentation, preparing the environment, and ultimately delivering the content effectively.
Requiring learner participation is a crucial aspect that emphasizes active involvement in the learning process. Incorporating activities such as discussions, group work, and hands-on exercises enhances engagement and facilitates better understanding.
The final step, evaluating and revising, focuses on assessing student performance against the stated objectives. This stage is vital for determining the effectiveness of the instruction and identifying areas for improvement. Evaluation should be aligned with the objectives and provide valuable insights for future instructional design.
In conclusion, the ASSURE model serves as a valuable guide for educators seeking to integrate technology and media into their teaching practices. Its systematic approach ensures a learner-centered design, making it a preferred instructional design framework for both novice and experienced teachers. The model's adaptability and emphasis on active participation contribute to its continued relevance in the evolving landscape of educational technology.
