Name: Ojo Boluwatife Ayomide
Matric number: 221591
Level: 300level
Department: Health Education
Faculty: Education
STE 353 assignment
1. Mention the difference between ADDIE model and ASSURE model
2. State the features of each design model
a. Dick and Carey
b. Smith and Ragan
c. ADDIE
d. Jerold Kemp's
e. ASSURE
f. Ely-Gerlach
Answer.
1. The ADDIE model and the ASSURE model are both instructional design models used in education and training.
The ADDIE model stands for Analysis, Design, Development, Implementation, and Evaluation. It is a linear and systematic approach to instructional design. In the Analysis phase, the instructional designer identifies the learning needs and goals of the learners. In the Design phase, the instructional materials and strategies are planned and developed. The Development phase involves creating the actual instructional materials, such as lesson plans, presentations, and assessments. The Implementation phase is when the instruction is delivered to the learners. Finally, in the Evaluation phase, the effectiveness of the instruction is assessed and any necessary revisions are made.
On the other hand, the ASSURE model stands for Analyze learners, State objectives, Select methods, Utilize media and materials, Require learner participation, and Evaluate and revise. It is a more flexible and learner-centered approach to instructional design. In the Analyze learners phase, the instructional designer gathers information about the learners' characteristics, needs, and prior knowledge. In the State objectives phase, clear and measurable learning objectives are defined. The Select methods phase involves choosing appropriate instructional strategies and resources based on the learners' needs and objectives. The Utilize media and materials phase focuses on selecting and using various media and materials to enhance the instruction. The Require learner participation phase emphasizes active engagement and participation of the learners. Finally, in the Evaluate and revise phase, the effectiveness of the instruction is assessed and any necessary adjustments are made.
2a. Dick & Carey Model
Stage 1. Instructional Goals
* Instructional Goal: Desirable state of affairs by instruction
* Needs Analysis : Analysis of a discrepancy between an instructional goal and the present state of affairs or a personal perception of needs.
Stage 2. Instructional Analysis
* Purpose : To determine the skills involved in reaching a goal
* Task Analysis (procedural analysis) : about the product of which would be a list of steps and the skills used at each step in the procedure
* Information-Processing Analysis : about the mental operations used by a person who has learned a complex skills
* Learning-Task Analysis : about the objectives of instruction that involve intellectual skills
Stage 3. Entry Behaviors and Learner Characteristics
* Purpose : To determine which of the required enabling skills the learners bring to the learning task
* Intellectual skills
* Abilities such as verbal comprehension and spatial orientation
* Traits of personality
Stage 4. Performance Objectives
* Purpose : To translate the needs and goals into specific and detailed objectives
* Functions : Determining whether the instruction related to its goals.
Focusing the lesson planning upon appropriate conditions of learning
Guiding the development of measures of learner performance
Assisting learners in their study efforts.
Stage 5. Criterion-Referenced Test Items
*To diagnose an individual possessions of the necessary prerequisites for learning new skills
*To check the results of student learning during the process of a lesson
*To provide document of students progress for parents or administrators
*Useful in evaluating the instructional system itself (Formative/ Summative evaluation)
*Early determination of performance measures before development of lesson plan and instructional materials
Stage 6. Instructional Strategy
* Purpose : To outline how instructional activities will relate to the accomplishment of the objectives
*The best lesson design : Demonstrating knowledge about the learners, tasks reflected in the objectives, and effectiveness of teaching strategies e.g. Choice of delivering system.
Teacher-led, Group-paced vs. Learner-centered, Learner-paced
Stage 7. Instructional Materials
* Purpose : To select printed or other media intended to convey events of instruction.
* Use of existing materials when it is possible
* Need for development of new materials, otherwise
* Role of teacher : It depends on the choice of delivery system
Stage 8. Formative Evaluation
* Purpose : To provide data for revising and improving instructional materials
* To revise the instruction so as to make it as effective as possible for larger number of students
* One on One : One evaluator sitting with one learner to interview.
* Small Group
* Field Trial
Stage 9. Summative Evaluation
* Purpose : To study the effectiveness of system as a whole
b. Smith and Ragan
c. ADDIE
ADDIE is an instructional systems design (ISD) framework that many instructional designers and training developers use to develop courses.[1] The name is an acronym for the five phases it defines for building training and performance support tools:
Analysis
Design
Development
Implementation
Evaluation
Most current ISD models are variations of the ADDIE process.[2] Other models include the Dick and Carey and Kemp ISD models. Rapid prototyping is another common alternative.
Instructional theories are important in instructional materials design. These include behaviorism, constructivism, social learning, and cognitivism.
d. The Kemp Model was introduced by Jerrold Kemp with Gary Morrison and Steven Ross in 1994 in a published book “Designing Effective Instruction”. Its latest, 8th edition, is still popular and used in instructional design.
Kemp’s model is a nonlinear design model that emphasizes flexibility and adaptability. It includes nine steps:
1. identify instructional problems
2. identify learners and characteristics
3. decide on learning content and tasks
4. specify SMART instructional objectives
5. structure the content logically to facilitate learning outcomes
6. identify instructional strategies and methods
7. design the messaging and delivery
8. develop the delivery media
9. design and conduct the summative evaluation
e. ASSURE
The ASSURE model is an ISD (Instructional Systems Design) process that was modified to be used by teachers in the regular classroom The ISD process is one in which teachers and trainers can use to design and develop the most appropriate learning environment for their students. You can use this process in writing your lesson plans and in improving teaching and learning.
The ASSURE model incorporates Robert Gagne’s events of instruction to assure effective use of media in instruction.
A — Analyze learners
S — State standards & objectives
S — Select strategies, technology, media & materials
U — Utilize technology, media & materials
R — Require learner participation
E — Evaluate & revise
f. Ely-Gerlach
The model can be described as a mix of linear and concurrent activities that contains several steps which are seen as simultaneous.
In education, the model is suitable for primary, secondary and tertiary levels and can be implemented with limited resources available to teachers. The model is most suitable for instructional planning and designing where objectives and content are predetermined. Both objectives and content are also synchronize and are the starting point of instruction. The model includes strategies for selecting and including multimedia during instruction. It is one of the few models that recognizes content orientation of many teachers. In the field of education, the model “has stood the test of time and has continued to serve the classroom teacher well”
1. Specification Of Content And Objectives
In the first step, instructors must decide what specific content they'll teach and which objectives the students should achieve upon completing the learning experience. This happens simultaneously, as content and objectives are intertwined. Developers are advised to follow the curriculum or other guidelines and adjust their approach accordingly. They must also explain why they chose the lesson's content and how they're going to deliver it, as well as schedule every stage of the learning process.
2. Assessment Of Entering Behavior
At this stage, the teacher needs to determine the present skills and existing knowledge of learners. Gerlach and Ely explained that the teacher must ask, "To what extent has the student learned the terms, concepts, and skills which are part of the course?". [1] The educator can determine the starting knowledge of each learner by using a variety of methods, such as giving a pretest. Gerlach and Ely suggested that the instructor should divide the content into sections and give learners a pretest before each section to set a benchmark.
3. Determination Of Strategy
The third step consists of five tasks that take place at the same time. First, the educator creates a teaching strategy and decides how much material should be used and what roles the instructor and students will take on during the learning experience. The second task is the organization of students to work independently, in pairs, or in groups. The third task is the allocation of time, depending on the class period and the previous task. Then, there's the allocation of space based on the lesson activity to be performed and whether a space is available during the time of teaching. Finally, the fifth task is the selection of resources, which depends on the lesson's objectives. Materials are only considered resources if they serve a purpose, and educators should consider all available resources before developing new ones.
4. Evaluation Of The Performance
The fourth step in the Gerlach and Ely Instructional Design model demonstrates if the students have understood the learning material and to what extent. Teachers can measure students' performance and their attitude toward the content, as well as if they've achieved their objectives and how well they've mastered the learning material. Tests, quizzes, and other assignments also allow educators to evaluate the effectiveness of their own approach through a form of self-evaluation.
5. Analysis Of Feedback
Educators review the results of the evaluation of performance and identify areas of strength and improvement in their methods. The instructor should also solicit feedback from the learners about their experience and identify gaps. Additionally, a formative revision is done to complete the process. At this point, the educator must give insights to students about their overall performance, including the points they excel at and what they need to work on moving forward.
* Small Group
* Field Trial
Stage 9. Summative Evaluation
* Purpose : To study the effectiveness of system as a whole
b. Smith and Ragan
