KARATINA

UNIVERISTY : CIM 211

EDUCATION MEDIA
Dr Mugo David (PhD)

email: davidgm200@yahoo.com Cell: 0721 290 330

LECTURE 6
SYSTEMATIC SELECTION AND UTILIZATION
OF INSTRUCTIONAL MEDIA

THE ASSURE MODEL

• Effective teaching must creatively incorporate instructional media

• The use of instructional media require careful planning, and systematic

utilization

• The ultimate aim in teaching is to synchronize content, methodology

and media utilization

• The ASSURE Model is a guide for planning and conducting Aa lesson that
utilizes instructional media.
• The model was developed by four educationists, in the year 1996.

• Robert Heinrich of Indiana University, Bloomington

• Michel Molenda of Indiana University, Bloomington

• James D. Russell of Indian University Purdue,

• and Jose Salmadino

• in an attempt to modelling a framework Instructional Media and

Technologies for Learning, based on Robert Gagne thinking on .
Dr. Robert Heinich, Indiana University
Prof. Michael Molenda, Indian University, Bloomington
James D. Rusell, Indiana University.
School of Education, Indiana University, Bloomington.
The ASSURE Model has six steps, represented by the acronym.

It describes a set of tasks central to the informed selection and use of

educational technology. The tasks are:

• Analyze Learner characteristics

• State Objectives

• Select Media and Materials

• Utilize Media and Materials

• Require Learner Participation

• Evaluate and Revise

Analyze Learner Characteristics

• The first step in planning is to specifically identify the

characteristics of the learner

• You must know the learner if you are to select the best media that
best fit their characteristics.
The learner can be analyzed in two ways:

a) Learner General Characteristics

• These are broad and general descriptions about the learner

• The characteristics include grade level, age, sex, mental,

emotional, physical or social problems, socio-economic
background

• These characteristics are not content related, but they

significantly determine the level of instruction , the media to
select and examples to give
b) Specific entry competencies

• These are content related skills which the teacher determines if the
learner has prior knowledge, skills, and attitudes about

• The learner may have attitudes, biases and misconceptions about the
topic , sub topic or even the subject

• This is called the learner entry behavior

• E.g. disinterested learners can be taught using a video

• Learner with keyboarding skills can be taught using a projector,

those without can be taught typing skills using a real computer
S - State Objectives

The next step in planning is to specifically state the objectives for the
instructional experience.

Objectives are the learning outcomes, that is, what will the student
get out of the lesson?

Objectives must be stated in behavioural terms of what the learner

(not the teacher or presenter) will be able to do as a result of
instruction.
Objectives must be measurable, behavioral and in relation to the
learner (not the teacher)

Objectives typically contain four basic parts:

• Audience-who your learners are?

• Behavior to be demonstrated

• Conditions under which the behavior will be observed

• Degree – it’s the qualitative or quantitative description of the

degree to which the learned skills are to be mastered.
Why should a teacher state the objectives?

• To guide in the correct selection of instructional media

• Guide the teacher in arranging an environment in which the

objectives can be achieved

• Provides a reference point for effective evaluation for the

teaching learning process
S – Select media, modify or design material
• Once you know your audience and have stated the objectives, then
it is time to select the available but appropriate materials.

• If the material available is not appropriate, modify existing materials

so that its able to help you achieve your objectives

• If no material of is available for selection or modification, design

new materials to help accomplish this task.

• The later requirement calls for creativity and originality on the side
of the teacher
U - Utilize, the instructional material
• Now you must decide how the media, materials and technology must
be used to carry out your method/s.

• You must endeavor to get maximum impact from the resources

• Steps

i. Preview the materials before utilization. Get familiar with

content, remove embarrassing scenes e.t.c.

ii. Prepare the environment – Prepare the room, the sitting

arrangement, power sockets, provide for darkness etc
iii) Keep ready the necessary equipment and facilities. Ensure that
you have a plan B.

iv) Practice the presentation (with peers or in front of a mirror)

v) Prepared for the learner for the experience.

vi) Then conduct the lesson using the instructional media.

R - Require Learner Participation
• Learning occur best when learners are actively involved in the
learning experience.

• So teacher must use the following skills that ensure learner

participation

• Question and answer skill

• discussions, group work,

• handling the media – let the learner engage with their hands
e.g. doing the titration, dissecting or measuring using
micrometer screw gauge
• Give reinforcement with the slightest attempt made

• Read verbal and non verbal communication and respond to them

• Allow them to construct knowledge as opposed to trying to "teach"

them knowledge.
Evaluate and Revise
• It is an important stage but is often overlooked

• After instruction, you must evaluate the entire instructional

process.

• You must reflect upon the lesson,

• the stated objectives,

• the instructional strategy,

• the instructional materials, and the assessment

• Determine if these elements were effective

• Determine what can be reviewed or changed

• If there are discrepancies between what you intended and what

actually happened during the lesson, make appropriate revisions
before designing another lesson again.
 .

… the end

GOD BLESS