ASSURE

Strengths

ASSURE is that it’s not intended to be an ISD process model, but is a more accurate approach than
ADDIE for instruction in learning environments where technology media is involved. Why? Because it’s a
prescriptive model delineating the expected actions at each of its stages.

ASSURE does provide better guidance on writing objectives and being learner-centered.

It incorporates media in its delivery process. Ensuring the learning of a learner to be interactive

It has an easy logical structure but still influential. The structure on other models can be obscured to the
trainer and can hinder the learning process for the learner

It is learner centered. the Trainer can focus on the learners needs by knowing the learner and their
abilities.

Weaknesses

It is limited to its purpose or use. The structure of this model is such that it would needs to stay true
throughout the learning steps.

Mainly teacher friendly or resourceful.

The analysis step in the ASSURE model when referenced to the ADDIE Model can be seen a deficient.
When comparing two models, the ASSURE model attacks the learning to a learner in a different
direction other than placing much emphasis in the analysis step.

Conditions of Learning (R. Gagne)

http://tip.psychology.org/gagne.html

Overview:

This theory stipulates that there are several different types or levels of learning. The significance

of these classifications is that each different type requires different types of instruction. Gagne

identifies five major categories of learning: verbal information, intellectual skills, cognitive

strategies, motor skills and attitudes. Different internal and external conditions are necessary for

each type of learning. For example, for cognitive strategies to be learned, there must be a chance

to practice developing new solutions to problems; to learn attitudes, the learner must be exposed

to a credible role model or persuasive arguments.

Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy

according to complexity: stimulus recognition, response generation, procedure following, use of

terminology, discriminations, concept formation, rule application, and problem solving. The
primary significance of the hierarchy is to identify prerequisites that should be completed to

facilitate learning at each level. Prerequisites are identified by doing a task analysis of a

learning/training task. Learning hierarchies provide a basis for the sequencing of instruction.

In addition, the theory outlines nine instructional events and corresponding cognitive processes:

(1) gaining attention (reception)

(2) informing learners of the objective (expectancy)

(3) stimulating recall of prior learning (retrieval)

(4) presenting the stimulus (selective perception)

(5) providing learning guidance (semantic encoding)

(6) eliciting performance (responding)

(7) providing feedback (reinforcement)

(8) assessing performance (retrieval)

(9) enhancing retention and transfer (generalization).

These events should satisfy or provide the necessary conditions for learning and serve as the

basis for designing instruction and selecting appropriate media (Gagne, Briggs & Wager, 1992).

Scope/Application:

While Gagne's theoretical framework covers all aspects of learning, the focus of the theory is on

intellectual skills. The theory has been applied to the design of instruction in all domains (Gagner

& Driscoll, 1988). In its original formulation (Gagne, 1 962), special attention was given to

military training settings. Gagne (1987) addresses the role of instructional technology in

learning.

Example:

The following example illustrates a teaching sequence corresponding to the nine instructional

events for the objective, Recognize an equilateral triangle:

1. Gain attention - show variety of computer-generated triangles

2. Identify objective - pose question: "What is an equilateral triangle?"

3. Recall prior learning - review definitions of triangles

4. Present stimulus - give definition of equilateral triangle

5. Guide learning- show example of how to create equilateral

6. Elicit performance - ask students to create 5 different examples

7. Provide feedback - check all examples as correct/incorrect

8. Assess performance- provide scores and remediation

9. Enhance retention/transfer - show pictures of objects and ask students to identify equilaterals

Gagne (1985, chapter 12) provides examples of events for each category of learning outcomes.

Principles:

1. Different instruction is required for different learning outcomes.

2. Events of learning operate on the learner in ways that constitute the conditions of learning.

3. The specific operations that constitute instructional events are different for each different type

of learning outcome.

4. Learning hierarchies define what intellectual skills are to be learned and a sequence of

instruction.

relevance of dick & carey model

ADVANTAGES OF THIS MODEL

As Dick (1996) stated, the Dick and Carey model was not meant to be comprehensive - it was envisioned
as and still commonly used as an 'instructional tool' for novice instructional designers. Throughout the
several iterations of the model since its origin, the creators have espoused the model "was originally
developed for training novices who required a methodology for producing instruction" (Dick, 1996, p.
58). Additionally; where performance improvement and target skills/behaviors are emphasized, such as
business and industry, the model provides a foundational methodology for instructional designers to
employ when creating their own instruction.

Comments from Gustasfon and Branch (1997) about Dick and Carey's (1996) Model:

"The most widely adopted introductory text related to the ID process is Dick and Carey (1996). Thus,
their model is known almost anywhere ID is taught. The popularity of the Dick and Carey model can be
partially explained by its very readable text and the authors' continually updating the model to reflect
emerging ID philosophy. They also accompany their model with clear and simple examples of each of
the steps and excerpts from cases of its use to provide readers with a frame of reference. Dick and Carey
have made minor modifications to their ID model to reflect growing interest in performance technology,
context analysis, multilevel evaluation models, and total quality management".
ADDIE Model

The ADDIE model is the generic process traditionally used by instructional designers and training
developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—
represent a dynamic, flexible guideline for building effective training and performance support tools.
While perhaps the most common design model, there are a number of weaknesses to the ADDIE model
which have led to a number of spin-offs or variations.

It is an Instructional Systems Design (ISD) model. Most of the current instructional design models are
spin-offs or variations of the ADDIE model; other models include the Dick & Carey and Kemp ISD models.
One commonly accepted improvement to this model is the use of rapid prototyping. This is the idea of
receiving continual or formative feedback while instructional materials are being created. This model
attempts to save time and money by catching problems while they are still easy to fix.

Instructional theories also play an important role in the design of instructional materials. Theories such
as behaviorism, constructivism, social learning and cognitivism help shape and define the outcome of
instructional materials.

In the ADDIE model, each step has an outcome that feeds into the subsequent step.

Formative evaluation is present in each stage of the ADDIE process.

1.ADDIE model

Analysis – Here the instructional designer should do the gap analysis and identify if the training is really
required. In this stage, ID develops a clear understanding of the gap that exists between the desired
outcomes and the existing knowledge and skills of the learners.

Design -In this phase, IDs select the instructional strategy to follow, write objectives, choose appropriate
media and delivery methods.

Development -The output from the design phase is used here to start developing the course. The course
is released/rolled-out, delivered, to the learners, and its impact is monitored.

Implementation- Once the courses are developed the next stage is the implementation of the courses
on the various platforms. For example, if it’s e-learning, the courses are implemented on LMS.

Evaluation -This stage involves taking the feedback on the courses like is the course providing the
expected results? Feedbacks are essential to understand how effective the course was.
2.Gagne’s Nine Events of Instruction

Gagné published The Conditions of Learning back in 1965, which suggested that certain mental
conditions must be present in order for knowledge absorption and retention to occur.

He also introduced the nine events of Instruction, based on the internal and external cognitive factors
that contribute to learning. The internal factors are the learner’s prior knowledge, while the external
factors are outside stimuli.

The nine events are:

1.Gain the attention of the students with a good introduction, for example, introduce a stimulus that
catches and engage their brain to get the attention of the learners (novel ideas or thought-provoking
question, etc.).

2.Inform students of the objectives -Establish the expected outcomes and learning objectives very
clearly to the learners and they should also be aware of the criteria for measuring achievement.

3.Stimulate recall of prior learning -Leverage the existing knowledge of the learner before introducing
new knowledge and build on it which means to make the students familiar to the new information by
relating it to something they already know or something they have already experienced.

4.Present the content – Deliver the content in an easily consumable chunk so that there is no
information overload.

5.Provide learner guidance – All the learners are not experts and might require assistance at several
points. If the learners feel that they are not getting proper assistance, there can be learning
disengagement.

Examples, case studies, and other instructional support can be used to supplement the content.

6.Elicit performance -Engage them with different activities that recall, utilize, and evaluate knowledge to
elicit their performance.
7.Provide feedback -Reinforce knowledge with immediate feedback (informative, remedial, corrective,
etc.)

8.Assess performance -Test their knowledge with established criteria. Ensure that the learners should be
well aware of these assessments.

9.Enhance retention and transfer to the job- Use content retention strategies to ensure that there is
proper memory retention and make the learners apply it in the real working environment.

3.ASSURE Model

The ASSURE model was developed by Heinrich and Molenda in 1999. This model is more suitable for the
blended learning approach.

The steps in the ASSURE model are

Analysis: This stage stresses on the importance of studying the audience before designing the strategy.
Learners’ skills, prior knowledge, attitude, age, grade and learning style must be taken into
consideration.

Statement of the Objectives: The objectives must be clear and sound. The Instructor must state what
the learner will achieve in the end.The ID should have the clear objective of what he is trying to teach
and to the learners what they are required to learn.

Selection of Media: Relevant media and content materials such as sound, graphics, text animations and
videos must be selected for effective learning outcomes. This stage has more relevance in the eLearning
industry.

Utilize technology, media & materials-This step in the ASSURE process concerns making a plan as to how
you will utilize the technology, media, and materials that you have selected
 Require Learners Performance: It requires to make plans to how to engage the learners in the material
that you are teaching. This needs to be figured out both at the class level and the individual level.

For example, encourage participation of the students in class discussions. A more detailed approach
would require that learners prepare questions and comments at home to bring into the class.

Evaluate & revise-In this step, you evaluate the impact of your teaching on student learning.

The following questions are useful to ask during this evaluation:

1.Did your lesson meet the learning objectives that you planned?

2.Can this lesson be improved? How? How are you going to assess the weaknesses in your presentation?

3.Was your choice of media and materials a good one? How will you assess the effectiveness of these
tools?

4.Is it possible that other technologies, media, and materials would have done a better job?

The nine components in an iterative cycle include:

Assess needs to identify instructional goal(s): to identify what it is the learners are expected to be able
to do at the end of the instruction

Conduct instructional analysis: to determine a step-by-step of what learners are doing when they are
performing the goal; to determine what skills and knowledge are required

Analyze learners and contexts: to identify learners' present skills, preferences and attitude as well as the
characteristics of the instructional setting; the useful information about the target population includes
entry behaviors, prior knowledge of the topic area, attitudes toward content and potential delivery
systems, academic motivation, attitudes toward the organization

Write performance objectives: to specify what it is the learners will be able to do with the statements of
the skills to be learned, the conditions, and the criteria

Develop Assessment Instruments: to develop a criteria-referenced assessment consistent with the

performance objectives

Develop instructional strategy: to develop strategies in pre-instructional activities (motivation,

objectives and entry behavior), presentation of information (instructional sequence, information,
examples), learner's participation (practice and feedback), testing (pretest and posttest) and follow-
through activities (remediation, enrichment, memorization and transfer)

Develop and select instruction: to use the instructional strategies to produce the instruction

Design and conduct formative evaluation: to collect data that are used to identify how to improve the
instruction

Revise Instruction: to use the data from the formative evaluation to examine the validity of the
instructional analysis, learner and context analysis, performance objectives, assessment instruments,
instructional strategies, and instruction.

The final process is to design and conduct summative evaluation, which is an evaluation of the value of
the instruction.

Dick and Carey made a significant contribution to the instructional design field by championing a system
view of instruction, in contrast to defining instruction as the sum of isolated parts. The model addresses
instruction as an entire system, focusing on the interrelationship between context, content, learning and
instruction.[60] According to Dick and Carey, "Components such as the instructor, learners, materials,
instructional activities, delivery system, and learning and performance environments interact with each
other and work together to bring about the desired student learning outcomes".[59] The components of
the Systems Approach Model, also known as the Dick and Carey Model, are as follows:

Identify Instructional Goal(s): A goal statement describes a skill, knowledge or attitude (SKA) that a
learner will be expected to acquire

Conduct Instructional Analysis: Identify what a learner must recall and identify what learner must be
able to do to perform particular task

Analyze Learners and Contexts: Identify general characteristics of the target audience, including prior
skills, prior experience, and basic demographics; identify characteristics directly related to the skill to be
taught; and perform analysis of the performance and learning settings.

Write Performance Objectives: Objectives consists of a description of the behavior, the condition and
criteria. The component of an objective that describes the criteria will be used to judge the learner's
performance.

Develop Assessment Instruments: Purpose of entry behavior testing, purpose of pretesting, purpose of
post-testing, purpose of practive items/practive problems

Develop Instructional Strategy: Pre-instructional activities, content presentation, Learner participation,

assessment

Develop and Select Instructional Materials

Design and Conduct Formative Evaluation of Instruction: Designers try to identify areas of the
instructional materials that need improvement.

Revise Instruction: To identify poor test items and to identify poor instruction
Design and Conduct Summative Evaluation

With this model, components are executed iteratively and in parallel, rather than linearly.[59]