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AN INTEGRAL ASIE INSTRUCTIONAL DESIGN MODEL

© GLOBAL DYNAMIC VISION - 2016


(Ismail Md. Zain, Balakrishnan M. 2014)



COMPONENTS ASPECTS ITEMS MIW

A

ANALYZE

• Instructional profile

o subject, theme, learning areas, topic, etc.

o learning outcomes/ learning objectives etc.

Multiple Integration

Worksheet (MIW) is

an overall planning

mechanism or

planning framework

based upon the 4

components, used to

guide instructors/

teachers in the

process of

formulating &

integrating the best

possible practices in

the instructional

planning strategies

to meet the 21st

century learning

needs and

requirements.

• learners’ profiles

o multiple intelligences, o learning styles or other profiles

• instructional media

profiles

o types of media chosen o elements o compositions

S

STRATEGIZE

• integrating

o instructional media chosen for the lesson in relation to the

above profiles

• accommodating - skills

o 21st

century learning skills and features

• applying - tools o applying various thinking tools - Higher Order Thinking Skills

(HOTS)

o instructional tools - technique, methods, activities, etc.

• instilling – values

o element of moral values & others

• formulating o instructional questions

I

IMPLEMENT

• adapting o adapting for lesson/course development

• applying o applying in the learning & teaching process based upon

lesson/course plan developed

E

EVALUATE

• responding

o responding to the feedback

• reviewing

o reviewing the instructional planning strategies for

improvement

• revising o revising the instructional planning strategies for future

redesigning



The Integral ASIE Instructional

Design Model consists of 4 main

components with several important

aspects and items for teachers to

plan their instructions.

COMPONENTS, ASPECTS & ITEMS OF THE MODEL

� Characteristic of the model

� The model is accessible in 2 ways - conventional way - printed

form, or online planning.

� The model prepares teachers to plan their instructions at

macro level (overall planning for a specific topic - MIW) and at

micro level (creation of daily lesson plan – DLP).

� The model begins with the instructor analyzing suggested

aspects in the first component of the model that include the

instructional profiles such as subject, theme, learning areas, topic, learning objectives and outcomes or other profiles

for the particular subject.

� The learners' profiles or attributes of the learners (example: multiple intelligences & the learning styles, and other

relevant profiles) are also analyzed and identified for the purpose of an appropriate selection of the best possible

instructional media/resources/ activities to cater the learners' needs based upon individual learning difference.

� In the second component of the model, features of the 21st

century learning skills analyzed, various instructional tools

(techniques, methods, and activities) selected, appropriate thinking tools especially dealing with the principle of higher

order thinking skills (HOTS) and aspect of moral values identified.

� This leads to the formation of instructional questions. They are essential questions for the topic which formed

instructional strategies in the instructional planning mechanism at macro level or framework known as MIW (Multiple

Integration Worksheet).



Multiple Integration Worksheet

(MIW) is a mechanism for the

integration and formulating

instructional strategies for learners.

� MIW served as guidelines for instructors/teachers to develop their several daily lesson plans for a topic/unit selected

(micro level). The third component of the model is the implementation stage.

� Multiple Integration Worksheet (MIW) is a mechanism for the

integration and formulating instructional strategies for learners.

Being an interactive model, instructors may key in the information

in the main components whilst it will be displayed in MIW. Editing

will be done in both ways either from the 4 components displayed

or directly from MIW. It may be kept in the digital form or

produce in a hard copy.

� At this stage instructors’ daily course or lesson plan is developed and adapted based upon MIW. Improvisation may take

place to ensure its appropriateness and effectiveness on the learners in the learning & teaching environment.

� The final component is the evaluation stage whereby responses from feedback are gathered to review and revise the

instructional planning strategies in the respective component and aspect of the model. It is a reflection process for

future instructional redesigning opportunities.

� However, evaluation is not only taking place at the end of the planning but at every component of the model as

indicated in dotted lines where ever applicable.

� Since the model is a "learner-centered", The Reflection Cycle is another form of evaluation/reflection for

instructors/teachers to fulfil all features of 21st

century learning needs for students as indicated by the green circle.

COLLABORATIVE INSTRUCTIONAL DESIGN SYSTEM (CIDS)

� Professional Learning Community (PLC) is a new feature in the ASIE Model version 3.1. This feature allows teachers to

interact with other communities by inviting participants from various communities, such as professionals, either in

academic or corporate sectors, administrators and educators to works collaboratively – sharing and contributing



expertise, advice, opinions, views and suggestions at improving knowledge and skills, towards fulfilling the current and

future educational needs and challenges, with regards to the learners’ employability issues.

� With this development and its wider functions, ASIE model has transform into a system known as Collaborative

Instructional Design System (CIDS).

� The model allows customization of certain aspects & items in the components.

Differences between Conventional ID Models and Situational ASIE ID Model

CONVENTIONAL ID MODELS SITUATIONAL ASIE ID MODEL

• Most of the models originally designed for Instructional System Development (ISD) (http://www.nwlink.com/~donclark/history_isd/addie.html)

• More concern on teachers’ delivering process in designing instruction – teacher-centered.

• Answering the question “What the teachers should give/deliver?” – (delivering - teachers’ preparation)

• Provide instructional design process

• It is purely designed for classroom used regardless of the mode of learning (traditional, online or blended learning)

• More concern on learners’ aspirations, emphasizing on the learning strategies, fulfil students’ learning requirements (learner-centered) in designing instruction.

• Answering the question “What the learners should get/ receive/ react/ responds?” (collaborating and communicating – learners’ engagement/ interactions)

• Provide practical design procedures • Learners’ assessment in the form of formative

evaluation and summative evaluation treated as a separate component in most of the conventional ID model.

• Instructional question is an item formulated in the 2nd component of the model which is integrated in the activities based on LOTS and HOTS engaging the learners “to think while doing” in the learning environment. It is an integrated mode of assessing learners ‘capabilities.

• Structured /stereotype/rigid designing items • Flexible designing items – allows customization with regards to the current situation (able to add and remove items in online version)

• Application towards system development, courseware development, selection of teaching materials and the development of teaching methods.

• Application specifically towards accommodating, integrating, applying (strategizing) current educational needs, preparing learners to the 21st Century learning environment.



• Developing/engaging/exploring students’ potentials (the development of 4Cs)

• Planning is done conventionally – manually designed • Online planning – the model’s features provide opportunities, enabling instructors/teachers share ideas in their planning across nations – participation in Professional Learning Community (PLC).



MIW Template



Daily Lesson Plan (DLP)



Example of MIW

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