ADDIE & ASSURE MODELS

NUR FATIN SYAHIRAH BINTI SH. AZAD

NOORUL FATIHAH BINTI A RAHMAN TANG

WHAT?

What is an ADDIE & ASSURE MODEL?

- ISD

- Instructional System Design

Instructional System Design?

The systematic process by which instructional materials are designed, developed, and delivered.

Learning Theory Quality Teaching

+ = &

Instructional Theory Instruction

Goal?

To deliver knowledge in a efficient, effective, and appealing way using e-learning.

The ADDIE Model

a framework that lists generic process that instructional designers and training developers use. It represents a guideline for building effective training and performance support tools

This is the idea of reviewing continual or formative feedback while creating instructional materials.

This model strives to save time and money by catching problems while they are still easy to fix.

History of ADDIE

Florida State University initially developed the ADDIE model

an instructional systems development (ISD) program for military interservice training that train individuals to do a particular job

and which can also be applied to any interservice curriculum development activity.

ADDIE

There are 5 phases in Addie Model :

Analysis Phase

Design Phase

Development Phase

Implementation Phase

Evaluation Phase

Analysis Phase

The analysis phase clarifies the instructional problems and objectives, and identifies the learning environment and learner's existing knowledge and skills.

There are 4 steps in Analysis Phase :

1. Instructional Goals

- clear instructor goal can save time and effort

2. Instructional Analysis

-Writes out all the necessary step to achieve the instructional goals

3. Learner Analysis

- find out what the learners already know about the subject

- Helps you know how much or how little you need to teach them

4. Learning Objectives

- what students should be able to do when instruction is completed

- eg. At the end of the course, you should be able to :

Design Phase

In the design phase, developers:

1. Design Assessments

- it is helpful to know how you are going to test your learner knowledge when you are creating your instructional material

2. Choose a course format

- the medium by which the course is presented to the learners. Eg. Traditional classroom, telecourse, blended learning and etc.

Design Phase

3. Create an instructional Strategy

a. Preinstructional Activities

- motivate your learner about the benefit of learning the course 

b. Content Presentation

- concise content – just stick to the objective

- include example

c. Learner Participation

- Practice & Feedback

d. Assessment

- Final Assessment

- Practice Assessment

- Attitude Assessment – ask the learner how they feel about the

course

e. Follow through Activities

- help student to internalize and apply the instruction after the class is over

Development Phase

You create instructional material which can be either a Web page, handouts, PowerPoint slides, or online activities

Implementation Phase

This stage of the model portrays the first use of the materials or instruction with the learners.

Once the project is executed the persons involved with the development and design of the instruction and resources will be able to proceed with the follow up with the actual learners.

1. Prepare the learners

- making sure the learner have tools and knowledge to participate in the class

Eg; students who take part in guitar class have to buy a guitar, a tuner and a pick.

2. Arrange the learning space

- provide a good learning space

Eg; if you want to show your student a video on how to write a good essay, you have to make sure you have the technology available and test media equipment beforehand

Evaluation Phase

There are 2 parts :

1. Formative Evaluation

- you evaluate each phase you go through Addie Model

2. Summative Evaluation

- to prove the worth of instruction after it completed

Strength of ADDIE

It is very linear. It is a step by step instruction on how to teach an individual lesson.

Your objectives and goals are neatly organized and clearly defined. This model would be helpful if you are out for a day and you need to leave easy to follow instructions for a substitute.

You can easily show your principal or parent the objectives that you set for our students and how you will measure their progress.

Weakness of ADDIE

Storyboards are ineffective tools for creating, communicating and evaluating design alternatives. Poor designs aren't recognized as such until too late.

Detailed processes become so set that creativity becomes a nuisance.

ACTIVITY

Watch the video and answer the questions below :

What is his objective?

What is his problems?

How does his friend helps him to solve the problem?

How does he solve the problem?

Does he achieve his objective? Explain.

The ASSURE Model

An instructional material which is used to assist teachers in carrying out a proper lesson.

- a guide for planning and delivering instructions that incorporates media

History of ASSURE

Created by Heinich, R., Molenda, M., Russell, D. J., & Smaldino, E. S., (2002)

Classroom orientation

The ASSURE model is derived from integrated components of Gagne 9 step model of instruction.

Analyse Learner

State Objective

Select Methods, Media, & Material

Utilize Media & Materials

Require Learner Participation

Evaluate & Revise

A

Analysing the learners

The first step in planning is to specifically define your audience.

age

gender

grade level

learning styles

Example: You

Have the ability to read

Can understand the material/topic given.

Able to formulate conclusions and give different points of views.

S

Stating the Objectives

The next step in planning is to specifically state the objectives for the lesson or presentation.

Statements describing what the learner will do as a result of instruction

Learning objectives or learning outcomes provide insight for your students and what you hope they will get out of the activities in the classroom

The ABCD's of Well Stated Objectives: audience (who are your teaching?) Specifies the learner(s)

behaviors that will be demonstrated

conditions under which desirable behaviors will be observed.

degree to which new skills will be mastered.

CLASSIFICATION OF OBJECTIVES

An objective may be classified according to the primary type of learning outcome at which it is aimed

The 4 categories of learning Cognitive

Affective

Motor skills

Interpersonal skills (addresses important skills neglected in the other domains)

The Cognitive Domain

Cognitive-learning involves the whole array of intellectual capabilities proposed by Bloom

a rather orderly progression from simple to complex mental abilities

a) Verbal/visual information

b) Intellectual skills:

a) Discrimination: to be able to distinguish between two different stimuli, that is, to see the difference between physically similar objects

b) Concept learning: classifying things or ideas into categories on the basis of some shared attributes.

Strategy the internal "control processes" that govern the learners ability to

visualize, think about, and solve problems.

The sophistication of our cognitive strategies determines how creatively, fluently, or critically we will be able to think.

The Affective Domain

Affective learning involves feelings and values (interest )

Organized according to the degree of internalization 1. Receiving: being aware of and willing to pay attention to a

stimulus (listen or look)

2. Responding: actively participating, reacting in some way (student(s) asking questions)

3. Valuing: voluntarily displaying - an attitude, showing an interest

4. Characterization: demonstrating an internally consistent value system, developing a characteristic lifestyle based upon a value or value system. (The student will devote a percentage of his or her free time to study.)

The Motor Skill Domain

Motor skill learning involves athletic, manual, and other such physical skills.

A progression in the degree of coordination required 1. Imitation: repeating the action shown

2. Manipulation: performing independently

3.Precision: performing with accuracy

4. Articulation: performing unconsciously, efficiently, and harmoniously, incorporating coordination of skills

Interpersonal Skills Learning

Interpersonal skills learning involves interaction among people

Types: 1. Seeking/giving information: asking for/offering facts, opinions,

or clarification from/to another individual or individuals

2. Proposing: putting forward a new concept, suggestion, or course of action

3. Building and supporting: extending, developing, and enhancing another person, his or her proposal, or concepts

4. Shutting out/bringing in: excluding/involving another group member from/into a conversation or discussion

5.Disagreeing: providing a conscious, direct declaration of difference of opinion, or criticism of another persons concepts

6. Summarizing: restating in a compact form the content of previous discussions or considerations

Objectives and Individual Differences

• Objectives in any of the domains just discussed may, of course, be adapted to the abilities of individual learners. The stated philosophy of most schools and colleges is to help students fulfil their full potential, not to produce clone-like replications of a standard mould.

S

Select Media & Materials

A systematic plan for using media demands that the media be selected systematically at first.

The selection process has two stages: (1) choosing an appropriate media format and

(2) selecting, modifying, or designing the specific materials within that format.

Decide what method you will primarily use: lecture, group work

Example:

Method: Large-group instruction/ Group work

Media: Using a LCD projector, and a large screen to introduce the activities.

Students are allowed to use the computer to make PowerPoint slides. They can also use the internet to do any additional research.

U

Utilize Media & Materials

Preview the materials and practice the lesson.

make sure everything works appropriately.

To get maximum learning impact from your presentation, you must follow certain utilization procedures

Preview the Materials

Preview the materials

Practice the presentation

Prepare the environment

Prepare the audience

Present

R

Require Learner Participation

To provide opportunities for learners to practice the capability being taught

Learners need to practice what they have learned.

There should be activities included in the lesson or that allow learners to respond and receive feedback before any type of evaluation is administered. E.g. The class will spilt up into two teams, each team

fighting for the particular view point

E

Evaluate & Revise

After instruction, you must evaluate the entire instructional process. Did the learners meet the objectives?

Did the media/materials assist the learners in reaching those objectives?

Could all learners use the materials properly?

Three purposes of evaluation Evaluation of Learner Achievement - The method of

evaluating achievement depends on the nature of the objective. (written tests or oral examinations)

Evaluation of Media and Methods - Evaluation also includes assessment of instructional media and methods

Evaluation of the Instructional Process - Although ultimate evaluation must await completion of the instructional unit, evaluation is an ongoing process. Evaluations are made before, during, and after instruction.

Revision• The final step of the instructional cycle is to sit back and look at the results of your evaluation data gathering.• If your evaluation data indicate shortcomings now is the time to go back to the faulty part of the plan and revise it

How is ASSURE used?

Used to help teachers organize instructional procedures

Used to help teachers do an assessment of student learning

Helps write lesson plans

Can be used by all presenters

ACTIVITY(or as I call it, torture ;P)

HowToPrepareForAJobInterview

ADDIE vs ASSURE

SIMILARITIES

Both are instructional materials which is used to assist teachers in carrying out a proper lesson.

Both focused on student achievement and teacher development

The A phase in ADDIE is similar to the A + S phase in ASSURE

DIFFERENCES

• The ASSURE lesson plan is more to media base performance.

For ADDIE the ‘E’ for evaluation is required for every stage whereas ASSURE evaluates at the end

REFERENCES http://www.instructionaldesigncentral.com/htm/

IDC_instructionaldesigndefinitions.htm

http://www.slideshare.net/BeatriceG/addie-assure

http://www.utm.edu/staff/grakes/750/750assuremodel.html

https://sites.google.com/a/nau.edu/learning-theories-etc547-spring-2011/theory/assure-model-1

http://www.ou.edu/class/eipt3043/assure.html

http://www.myteacherpages.com/webpages/mkiva/university.cfm?subpage=1114844

https://sites.google.com/site/conwaypsychologyclass/assure-lesson-plan

http://addiecpr.wikispaces.com/Strengths+and+Weaknesses

http://www.instructionaldesign.org/models/addie_weaknesses.html

http://en.wikipedia.org/wiki/ADDIE_Model

http://www.youtube.com/watch?v=JZdv5lrJs4U

http://www.slideshare.net/acnopit/assure-model-11033473