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Instructional Design Model

This document compares and contrasts two instructional design models: ADDIE and ASSURE. It provides details on the steps and purpose of each model. The ADDIE model consists of 5 sequential phases for designing instruction (Analysis, Design, Development, Implementation, Evaluation). The ASSURE model consists of 6 steps for planning lessons using media and technology. Both models start with analyzing learners and end with evaluation, but differ in their focus, levels, and emphasis on technology integration and learner participation. Combining the two models may enhance teaching and learning by leveraging their strengths.

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Telagavethi
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73 views

Instructional Design Model

This document compares and contrasts two instructional design models: ADDIE and ASSURE. It provides details on the steps and purpose of each model. The ADDIE model consists of 5 sequential phases for designing instruction (Analysis, Design, Development, Implementation, Evaluation). The ASSURE model consists of 6 steps for planning lessons using media and technology. Both models start with analyzing learners and end with evaluation, but differ in their focus, levels, and emphasis on technology integration and learner participation. Combining the two models may enhance teaching and learning by leveraging their strengths.

Uploaded by

Telagavethi
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Instructional Design Model- The ADDIE and ASSURE Models

1. DEFINITION
a) ADDIE MODEL
The ADDIE model is the systematic method of instructional design. It consists
of five phases: Analysis, Design, Development, Implementation, and
Evaluation. To decide the outcome of any learning process, the sequence of
these phases and the ability to use the concepts of the ADDIE model are
essential. Therefore, all five functions are connected into one central element
called the ADDIE model.

The ADDIE model is a method of instructional design that facilitates


instructional design in a variety of domains. A detailed examination of project
management reveals a strong correlation between it and the ADDIE model of
instructional design. For example, a fundamental principle of project
management is the scheme life succession, which consists of the mentioned
five phases. These phases outline a chronological and step-by-step approach
for completing a successful project (Van Rooij and Williams 854). The
ADDIE instructional model's stages are pretty similar to those of project
management. As a result, project management is a recurring theme in
instructional design.

In general, the ADDIE model has been the fundamental instructional design
model for the present time. ADDIE model is an approach that includes several
possibilities to construct learning projects with defined goals and measurable
outputs, and opportunities to monitor progress along the way.

b) ASSURE MODEL
To use media and technology effectively, we need systematic planning. For
this reason, well-designed learning begins by generating student interest,
which is then followed up by presenting new material, involving student
feedback. The ASSURE model is an instructional design model that can
systematically plan media use (Heinich, Molenda, Russell and Smaldino,
1996). This model was formulated by Heinich and colleagues (1982). This
model aims to guide planning and to conduct lessons that use media. This
model focuses on lesson planning in classroom situations and is seen to help
teachers plan to teach and learning well and effectively.

Assure itself means making sure learning happens. In this model, six steps can
be applied in lesson planning.

•       A - Analyse learners


•       S - State learning objectives
•       S - Select methods, media and materials
•       U - Utilise media and materials
•       R - Require learner participation
•       E – Evaluate / Review

In general, the ASSURE learning design model is one of the learning design
models used for classroom-oriented teaching and learning activities by using
media and technology effectively to enable students to appreciate and
concentrate more on each lesson presented using media in the form of images
concretely.

It is called the ASSURE Learning Design Model because ASSURE is an


abbreviation of the word (Analyse learners, States Objectives, Select Methods,
Media and Materials, Utilize Media and Materials, Require Learners
Participation, Evaluate and Revise). Analyse learners itself is a way to analyse
students. The point here is that researchers must know in advance the
character of the students so that later researchers can find out what media is
suitable for these students so that learning can run smoothly, the second is
States Objectives which is a step to state purpose, researchers must know in
advance what abilities students must obtain after the learning process. For the
Select Methods Media and Materials, it is the selection of methods, media and
what materials are needed by students during the learning process, while
Utilize Media and Materials is the use of media and learning materials. The
stage of Require Learners Participation is the participation of students in the
classroom, and finally Evaluate and Revise is an assessment by researchers to
students. If there are irregularities, revisions are made again.

In a nutshell, the ASSURE Learning Design Model is a model whose stages


are simple. It is easy to understand by researchers and can be directly applied
and developed by educators themselves. To summarize, the ASSURE process
is a subject of rational thinking. However, it is beneficial to adhere to a
structured guide in order to improve the teaching technique. Any competent
teacher understands that technical perfection does not happen quickly and that
there is always space for development. By following the ASSURE approach,
teachers may be confident that their teaching will continue to improve for
many years to come.

2. COMPARISON OF ADDIE AND ASSURE MODELS


When examining these two design approaches in greater detail, it becomes clear that
they have numerous similarities and contrasts. The ADDIE and ASSURE models are
pretty similar. However, ADDIE follows a five-step process, whereas ASSURE
follows a six-step process. Both ADDIE and ASSURE begin their operations with
analysis and design of the front end. Both ADDIE and ASSURE also start with an
analysis step that takes the learner's background and environment into account.
Additionally, ADDIE and ASSURE contain a stage devoted to implementation, which
addresses the effective use of media and technology and they are both founded on
Robert Grange's Conditions of Learning and they’re include an evaluation stage.

As for the contrasts, they following differences can be seen:


ASSURE MODEL DIFFERENCES ADDIE MODEL
This model was introduced Founder Rosset in 1987.
by Heinich, Molanda,
Russell (1989).
To provide guidance on Definition There is one model of
planning and conducting learning design. What is
lessons that require the use more generic is fashion.
of media.
This model is small-scale Focus Five key components
and more focused on that can be used to plan a
classroom lesson planning systematic lesson.
and can be used as a guide
to plan the use of media in
teaching.
1. Analyse learner. Levels 1. Analysis
2. State learning 2. Design
objectives. 3. Develop
3. Select media and 4. Implement  
method. 5. Evaluation
4. Utilise media and
method.
5. Require learner
response.
6. Evaluate (Evaluatio
n of materials,
methods, and the
whole teaching
process).

Furthermore, the ASSURE process's selection stage puts a focus on technological


integration. It is indicated that you select media, and the subsequent stage makes
another reference to media. While the ADDIE model needs designers to choose the
mode in which their content will be displayed, there is little emphasis on technology
use.

The ADDIE model does not have a distinct stage for the student's role. The only step
during which learning occurs is during the implementation stage. On the other hand,
the ASSURE model includes a stage called "Require Learner Response" that
emphasizes the learner's engagement in the design process. The ADDIE model does
not need the designer to specify how the learner will interact with the experience the
same way as the ASSURE model does.
Finally, while both models incorporate evaluation, they do it in distinct ways. The
ASSURE model preserves evaluation for the end and then revises based on the
outcomes. While the ADDIE model includes a summative review after each stage, it
also demands formative assessment during the process.

3. THE SUCCESS OF COMBINING ADDIE AND ASSURE MODEL in


TEACHING AND LEARNING
While utilizing various methods of teaching and learning, including the traditional
method, is beneficial, adopting practical interactive teaching will enhance students'
knowledge and performance and encourage them to be more active and cooperative
with their peers. As a result, both methods should be considered when teaching
students, but with a preference for the interactive method to improve learning.

The ADDIE models are adaptable and, as a result, improve student performance based
on professional reviews. The effectiveness of the design can be evaluated to ascertain
the results' level of performance and satisfaction (Horton, 2011). The practical
interactive lesson was built in accordance with the ADDIE paradigm, which results in
more effective learning and higher student performance than traditional teaching
methods. The influence on students' learning was outstanding, and the success can be
attributed to the inherent ability for interaction, the feedback program, and the
integration with the study schedule. In an effort to increase its effectiveness and
student performance, the effectiveness of Adobe Captivate based on the ADDIE
paradigm will be demonstrated from a variety of angles.

Likewise, providing an education based on the ASSURE model, which emphasizes


the student and technology over traditional schooling, becomes a necessity rather than
a responsibility. The preceding examples of lesson plans can be changed to
accommodate all grades and subjects. The critical point at this stage is for teachers to
apply the model's process stages selflessly. When all teachers and students of all
degrees have tablet computers and all classrooms will have an electronic environment
with interactive whiteboards and internet access, lesson plans will be easy to
implement. When the knowledge and strategy offered in this article are applied to
various lessons and grades, it is believed that it aids in developing technical literacy,
which is a requirement of an education system that results in qualified and meaningful
learning.

Regardless of the model chosen, it is critical to consider instructional design while


developing and implementing lessons, units, and courses. The benefits of employing
an instructional design model include its formality. Without a formalized approach to
design, teachers would constantly be reinventing their techniques. Finally, teachers
must collect data for evaluations; this feedback is embedded into instructional design
models and enables cross-course and cross-disciplinary comparisons.
REFERENCES
Heinich, R. (1996). Instructional media and technologies for learning. Simon & Schuster
Books For Young Readers.
Horton, W. (2011). E-learning by design. John Wiley & Sons.
Van Rooij, S. W. (2010). Project management in instructional design: ADDIE is not
enough. British Journal of Educational Technology, 41(5), 852-864.

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