Instructional Design Model

An instructional design model in which I was not currently familiar with is the ASSURE model. In summary, this module emphasizes analyzing the learners, developing a clear understanding of the expectations of the learning outcomes, and then reflecting on the data that was gathered about the learning outcomes. In a discussion about the ASSURE module, Sharon Smaldino (2013) stresses the importance of the evaluation process and including time to reflect on the learner outcomes with the intent of improving the instructional design for future learning opportunities.

The attraction about the ASSURE module is that it includes the use of technology in the instructional design of the lesson.

A—Analyze the learners

S—State the standards & objectives

S—Select strategies, technology, media and materials

U—Utilize technology, media and materials

R—Require learner participation

E—Evaluate and revise

I like the idea of the integration of technology being part of the framework when designing a lesson. So many times it seems that teachers force the use of technology just for the sake of using technology because it is a district expectation. In this model, instructional designers would consider the technology integration as part of the instructional design process and not as an element added as an additional activity or task. Instead, the use of technology is considered as a tool to use to meet the identified standards and objectives of the lesson.  

The model also has several elements which are similar to the ADDIE module which we have utilized in previous instructional design projects. For example, objectives and standards are clearly established in both, an analysis is part of the framework, and evaluation of the instructional design is the last step in the process.

The ASSURE model reinforces the idea of using technology to improve student learning. I am already applying this to my instructional design project for this course. Administrators will learn how to use technology to transform the learning in their district; therefore, the course will include activities and resources that model the use of practical web-based applications they can implement to achieve this goal. 

The instructional design model is not to be confused with a theoretical model. Both are important components for establishing student learning and are seamlessly intermingled within a quality instructional design. In addition, the learning theory should be considered when the instructional designer is deciding what method is best for how the learning will be processed or acquired by the learner. For example, once this is established, then the learning theory will guide the instructional designer on what type of student activities might be chosen during the select, utilize, and require stages of the ASSURE framework.  The distinction between the two are relevant since each are dependent on one another for creating lessons that are instructionally sound and achieve the learning objectives outlined in the instructional design.

The client is focused on the student learning outcomes and depends on the instructional designer to design instruction so the content is delivered in a meaningful way, meets the needs of the participants, and achieves the desired learning outcomes. The methods to achieve this is more important to the designer.

Reference

Culatta, R. (2013). Instructional Design Modules. Instructional Design. Retrieved from http://instructionaldesign.org/models/