Running head: A Comparison of ID Models: A Systematic Approach and the ASSURE Model

A Comparison of ID Models: A Systematic Approach & The ASSURE Model

Alan Reid ld Dominion Uni!ersity

A Comparison of ID Models: A Systematic Approach and The ASSURE Model

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Introduction #earning is a process in $hich learners e%cel at different rates $ith different results& 'e!ertheless( instructional models are constantly )eing de!ised( applied( e!aluated( re!ised( and then re*applied to classroom en!ironments in order to pro!ide a more structured architecture of necessary e!ents for instruction& The intention of this paper is to compare t$o models( in particular( the ASSURE model and the Systematic Approach model( and reali+e their distincti!e ,ualities and applications to learning& Chronologically spea-ing( the first scheme is the Systematic Approach model de!eloped )y .ernon S& /erlach and Donald 0& Ely in the 1231 te%t( Teaching and Media: A Systematic Approach. The authors preface the te%t $ith the notion that this model is dedicated to re!olutionary teachers: teachers $ho 4intend to )e different( for the teacher $ho $ill not mimic the methods of former teachers )ut $ill )egin to use contemporary resources in a systematic fashion56/erlach & Ely( 12317& The role of the teacher( according to the authors( is to facilitate and direct learning and not 8ust disseminate information to his students& Su)se,uently( Ro)ert 9einich( Michael Molenda and :ames D& Russell introduced the ASSURE model in 12;" in their )oo- Instructional Media and the New Technologies of Instruction. It details the characteristics of effecti!e instruction and suggests the ASSURE model pro!ides the frame$or- to 4ASSURE effecti!e use of media in instruction569einich( Molenda( & Russell( 12;"7& Along $ith the Systematic Approach model( the ASSURE model is intended for educators in a classroom setting& A detailed description of the Systematic Approach /erlach and Ely<s model introduces ten elements: eight elements of instruction follo$ed )y t$o elements of e!aluation& Unli-e modern( cyclical models( the Systematic Approach has distinct )eginning and end points& Specification of content. In this initial step( the instructor presents the information that is to )e distri)uted to the learner in a concise o!er!ie$& It is a )rief introduction to $hat $ill )e co!ered in that particular lesson& Specification of objectives. Similar to the first step( the instructor informs the learner of the specific o)8ecti!es or e%pected outcomes prior to instruction& These o)8ecti!es follo$ the Ralph =& Mager style in that they must 617 )e stated in terms of learner )eha!ior( 6"7 descri)e an o)ser!a)le performance or product( 6>7 state the condition of performance( and 6?7 state the standard of performance 6/erlach & Ely( 12317& Assessment of entering behaviors. More commonly -no$n as learner analysis( this step e%amines the prior -no$ledge and characteristics of the learner& Suggested methods of assessing entering )eha!iors are to reference student records and deploy pretests to gauge the learner<s pre*e%isting understanding of the content& Determination of strategy. This step defines the instructional strategy that $ill )e used to deli!er the content& This model promotes t$o strategies: the e%pository approach( in $hich the instructor presents the information to the learners through traditional lecture or other straightfor$ard manners( and the in,uiry approach( in $hich

A Comparison of ID Models: A Systematic Approach and The ASSURE Model

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the instructor demonstrates material and engages the learner through ,uestion and see-ing solutions( other$ise -no$n as the disco!ery approach& Organization of students into groups. This si+e of the group is defined )y the o)8ecti!e& @ased on the findings of :& #loyd Trump( student groups may )e as small as 1" students and as large as 1"A( depending on the desired o)8ecti!e& Allocation of time. #i-e the aforementioned step( this is dependent upon 4su)8ect matter( defined o)8ecti!es( space a!aila)ility( administrati!e patterns( and the a)ilities and interests of students56/erlach & Ely( 12317& Allocation of learning spaces. =or this step( the authors suggest using the physical configuration of des-s in the classroom to achie!e o)8ecti!es& Depending on the factors mentioned a)o!e( groups may )e allocated into large( small( and independent spaces& Selection of resources. The authors classify this step into fi!e categories( 617 real materials and people( 6"7 !isual materials for pro8ection( 6>7 audio materials( 6?7 printed materials( and 6A7 display materials& Appropriate resources are determined )y the content and desired learning outcome& Evaluation of performance. The remaining t$o steps focus on e!aluation and feed)ac-& During e!aluation( the goal is to determine the ade,uacy of the learner<s ac,uisition of -no$ledge( thus reali+ing the success and efficacy of the instructional process& Analysis of feedback. In this final step( the instructor interprets the feed)acpro!ided )y the learner and ma-es ad8ustments to the instruction& It is noted that immediate feed)ac- is o!er$helmingly more effecti!e than a delayed response&

Figure 1. A Systematic Approach to Instruction 6/erlach & Ely( 12317&

A Comparison of ID Models: A Systematic Approach and The ASSURE Model A detailed description of the ASS !E model

The ASSURE model is an acronym standing for analy+e( state o)8ecti!es( select materials( utili+e materials( re,uire response( and e!aluate& #i-e the Systematic Approach model( it lists many of the necessary e!ents of instruction( and is intended for instructors to use in a classroom setting& Analyze learner characteristics. The )eginning step is to perform a learner analysis and gather data on the learner<s prior -no$ledge& According to the te%t( pretesting is the preferred method& State objectives. This model uses Mager style o)8ecti!es in terms of performance( conditions( and criterion& In order to arri!e at the desired learning outcome( you must first designate the destination& Select" modify" or design materials. In this step( the instructor either o)tains or creates the documents and materials necessary to conduct learning& This is dependent upon the outcomes of the first t$o steps& tilize materials. The content is deli!ered in this step& Instruction follo$s this pattern: pre!ie$( prepare the en!ironment( prepare the audience( and present& !e#uire learner response. This is the learner<s participation aspect of the model& =or this step( the learner responds to the material $hether it is rote memori+ation and fact recall( or comple% analysis and comprehension& Evaluate. As the final component to the model( e!aluation of student progress and of the implementation of the model is !alua)le& Common e!aluati!e tools include a performance chec-list( product rating scales( and attitude scales& Instructional $heory @oth of these models em)race cogniti!e theory& This is e!ident in the Systematic Approach )ecause it uses e%pository and disco!ery )ased approaches in its fourth step( instructional strategies& The ASSURE model also adapts its instructional strategy to the content and method of deli!ery& @oth the Systematic Approach and the ASSURE models rely hea!ily on learner feed)ac- and e!aluation to impro!e the efficiency and success of instruction& The com)ination of e!aluation( feed)ac- analysis( and pro)lem*)ased learning promotes a cogniti!e learning style and is a similarity in )oth models& %omparison&contrast of the t'o models( A case study In order to highlight the similarities and differences )et$een the Systematic Approach and ASSURE models( an e%ample case study $ould )e effecti!e& =or instance( let us e%amine a )eginner<s course on recei!ing certification to )e a professional electrician( specifically( a lesson on replacing an electrical outlet& Each model discusses the e!ents of instruction in a side*)y*side fashion& Step )( Systematic Approach& The initial step is to introduce and specify the content to the learner& This could )e in the form of a handout presented to the learner& To )e more concrete( actual electrical outlets could )e distri)uted& Step )( ASS !E model& Analy+e the characteristics of your learners& Determine the prior -no$ledge they ha!e a)out electrical outlets and electricity in general( perhaps

A Comparison of ID Models: A Systematic Approach and The ASSURE Model

through a pretest& 4Determining specific entry characteristics may re,uire some data gathering through means such as informal ,uestioningB69einich et al&( 12;"7& Step *( Systematic Approach& Specify the o)8ecti!es for the course& 4/i!en a ne$ outlet receptacle( the learner $ill replace the non*$or-ing receptacle $ith a ne$ receptacle that emits electricity $ith 1CCD accuracy&5 Step *( ASS !E model. #i-e the Systematic Approach model( the o)8ecti!es are de!eloped and clearly stated for the learner to understand the intended outcome& The pre!iously mentioned o)8ecti!e $ould suffice for this model as $ell& Step +( Systematic Approach. Assess the entering )eha!iors& This can )e achie!ed through accessing student records or deli!ering a pretest& This is similar to the ASSURE model<s learner analysis& Step +( ASS !E model. Select the content and materials necessary for the learner to achie!e the o)8ecti!e& This could include an actual outlet receptacle( handouts $ith pictures of a receptacle( or e!en a )rief !ideo demonstrating the techni,ue& Step ,( Systematic Approach. Determine the instructional strategy& Since the learners are dealing $ith possi)ly harmful tools( it $ould )e )est if the information $as presented $ith an e%pository techni,ue and not a disco!ery )ased approach& A )rief lecture or demonstration $ould suffice& Step ,( ASS !E model. Utili+e the materials& This is the part of the process $here the !ideo is sho$n to the learners( the handouts are discussed( and the physical receptacle is used for rehearsal& Step -( Systematic Approach. rgani+e into groups& The learners may )enefit from each other )y discussing and paraphrasing the process of replacing an electrical outlet in small groups& Step -( ASS !E model. Re,uire learner response )y ha!ing them practice $hat they ha!e learned& =or safety purposes( the electricity should )e turned off completely )efore rehearsal& The instructor should e!aluate each learner<s product )efore allo$ing him or her to rehearse $ith li!e electricity& Step ./0( Systematic Approach. Allocation of time and space& Determine the amount of time it should ta-e the learner to replace an outlet receptacle& Since this lesson $ould )e most useful in a real*$orld setting( determining an area in $hich you can apply this -no$ledge $ould )e helpful& Step .( ASS !E model. E!aluate the learner<s performance& A $or-ing outlet receptacle must correctly replace a non*$or-ing receptacle( and it must produce electricity& The o)8ecti!e should )e satisfied( and the model is complete& Step 1( Systematic Approach. E!aluation of performance& =inally( the learner gets to rehearse the process of replacing an outlet receptacle& The o)8ecti!e must )e satisfied& Step 2( Systematic Approach. As a final component( the learner is e!aluated on $hether or not he or she attained the o)8ecti!e( and feed)ac- is gi!en& It is noted in the te%t that the students 4can present themsel!es for e%amination $hene!er they feel they are ready to demonstrate the specified competency56/erlach & Ely( 12317&

A Comparison of ID Models: A Systematic Approach and The ASSURE Model 3hat does this mean4

There are o)!ious differences )et$een the Systematic Approach model and the ASSURE model& Although they are )oth )ased on cogniti!e theory( the processes differ in a num)er of $ays& =irstly( the ASSURE model re,uires only si% steps as opposed to the Systematic Approach<s ten steps& The steps are ,uite similar( )ut ASSURE<s steps are a )it more generic( encompassing se!eral steps in one& Secondly( the initial preparation of the deli!ery of information differs e%tensi!ely& In the ASSURE model( a learner analysis is the primary piece of information necessary to all other e!ents of instruction& In the Systematic Approach( a learner analysis is conducted after the o)8ecti!es are defined& This is an o)!ious $ea-ness& The learner characteristics must )e defined )efore o)8ecti!es can )e de!eloped& In the Systematic Approach( the steps 4allocation of time(5 4allocation of space(5 and 4selection of resources5 are all co!ered under one step in the ASSURE model: Utili+e materials& Fhile it may )e a )it more generic( the fourth step in the ASSURE model encompasses the preparation of facilities( the time limitations( and the $ay in $hich materials are presented& Additionally( the 4organi+ation of groups5 is a specific step in the Systematic Approach( $hereas it is merely an option for re,uiring learner response under the ASSURE model& %onclusion Although the ASSURE model is more of a generic set of guidelines for a process of instruction( it has more applica)ility to my unit of instruction& I agree $ith the ASSURE model that the learner analysis is the most integral part of the design process and it should pro!ide the frame$or- for de!eloping the course o)8ecti!es& In many $ays( the t$o models are similar( )ut the Systematic Approach to Instruction in!ol!es unnecessarily tedious steps& The important concept each of the models deli!ers is that e!aluation and feed)acare crucial aspects of instructional design& ne important feature of the Systematic Approach is the $ay in $hich the analysis of feed)ac- is said to )e applied at any stage of the process& Constant and immediate feed)ac- is imperati!e to student achie!ement& Although the ASSURE model is some$hat generic in its steps( and the Systematic Approach is too detailed in its steps( )oth models are useful in promoting effecti!e instructional design and acti!e learning in the classroom&

A Comparison of ID Models: A Systematic Approach and The ASSURE Model

References /erlach( .ernon S&( & Ely( Donald 0& 612317& Teaching and Media: A Systematic Approach. Engle$ood Cliffs( 'e$ :ersey: 0rentice*9all( Inc& 9einich( R&( Molenda( M&( & Russell( :&D& 612;"7& Instructional Media and the New Technologies of Instruction. Toronto( Canada: :ohn Filey & Sons( Inc&