INSTRUCTIONAL DESIGN AND TECHNOLOGY INTEGRATION

Assure Method

The ASSURE process begins with the instructor assessing the learner’s prior knowledge

and skills so he or she can begin planning or a creating a design. With this process the instructor

should insure there is a clear understanding of what is supposed to happen in the instruction. This

model is an instructional system design process that was modified to be used by teachers in the

regular classroom (Grant, 2010, p.12). This process can be used when writing lesson plans and

when improving teaching and learning. The model consists of a six-step instructional system

design process. The six steps to this process are; analyze learners; state standards and objectives;

select strategies, technology, media, and material; utilize technology, media, and material;

require learner participation; and evaluate and revise (Daesang, 2016; Steve, 2016, P.6).

Throughout the six steps listed the ASSURE model demonstrates how to select, use, and evaluate

technology and instructional resources as important parts of a systematic design process.

ARCS Method

The ARCS model was founded by John Keller and is based upon the idea that there are

four key elements in the learning process which can encourage the motivation of the learner. The

ARCS instructional method is a model that instructors can use to develop engaging eLearning

activities. In the ARCS model of motivation there are six components (Pappas, 2015). The A

stands for attention and some of the methods to gain the learners’ attention is active participation,

use of humor, conflict, variety, and real-world examples. The R stands for relevance which must

be established in an eLearning course. Some strategies to ensure relevance within the course

would be to link previous experiences, modeling, choice, perceived present worth, and perceived

future worth. The C stands for confidence which is needed in order to create motivation. Some
methods in which the instructor can plan for eLearning activities that raise learner’s degree of

confidence is by facilitating self-growth, communicating the objectives, providing feedback, and

giving the learner some control. The last component of the ARCS model is satisfaction. Some

ways that the instructor can give the learner satisfaction is by praising/rewarding them and by

encouraging the learner to apply their newly acquired knowledge in the real-world setting.

Backward Design Method

The idea of backward design comes from Wiggins & McTighe and it suggest that

learning experiences should be planned with the final assessment in mind. There are three stages

to the backward design model (Emory, 2014, p.3). The first stage is the desired results and this is

the development of a clear conception of the desired outcomes. The second stage is the

acceptable evidence and this is the development of assessment strategies to determine

achievement of desired outcomes or competencies to inform teaching and learning strategies.

The third stage is learning experiences and instruction and this is the process that considers

teachers and learning strategies used to achieve the desired outcomes to reach expected

competencies.

Addie vs. Other Methods

The steps in the ADDIE process are analyze, design, develop, implement, and evaluate.

In this process when analyzing the teacher should understand everything they can before

beginning to teach. When designing the instruction should fit the needs of the learners. When the

instructor develops they are creating the instructional material such as the lesson plan, test, or the

activities. Implementing is application of the ideas by putting the plan in use. Finally, the

evaluating is the reflection on the lesson and understanding how the learning occurred. The

ASSURE and the ADDIE instructional methods are most likely similar because they both
analyze learners, state standards and objectives, and evaluate. They are most likely different

because the ASSURE method states that it requires learner participation; and revises. The ARCS

and the ADDIE method are most likely similar because they both provide feedback and have

choice in the instruction based off the learners needs. They are most likely different because the

ARCS method gives the learners’ satisfaction by praising/rewarding them and by encouraging

them to apply their newly acquired knowledge in the real-world setting. The Backward Design

method and the ADDIE method are most likely similar because they both think about the desired

results and outcomes before beginning the instruction. They are most likely different because the

ADDIE method has a variation in the stages focusing from start to finish in the design process

whereas the Backward Design method only has three and focuses mainly on the outcomes.
INSTRUCTIONAL DESIGN AND TECHNOLOGY INTEGRATION

References

Daesang, K., & Steve, D. (2016). Examining the use of the assure model by k-12

teachers. Computers in the schools, 33(3), 152-168.

Emory, J. (2014). Understanding backward design to strengthen curricular models.  Nurse

educator, 39(3), 122-125.

Grant, M. (2010). Comparing instructional design models, 1-42.

Pappas, C. (2015). Instructional design models and theories: Keller's arcs model of

motivation. eLearning industry.