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Assure report
- 2. The ASSURE Model Chapter 3 Instructional Media and Technologies for Learning
Hinweis der Redaktion
- All effective instruction requires careful planning. Teaching with instructional media and technology is certainly no exception. The ASSURE model is a procedural guide for planning and conducting instruction that incorporates media and technology. The ASSURE model focuses on planning surrounding the actual classroom use of media and technology. It is less ambitious than models of instruction development, which are intended to guide the entire process of designing instructional systems. Such models include the procedures of the ASSURE model and the processes of needs analysis, subject matter analysis, product design, prototype tryout, system implementation and the like. The ASSURE model, on the other hand, is meant for the individual instructor to use when planning classroom use of media and technology.
- If instructional media and technology are to be used effectively, there must be a match between the characteristics of the learner and the content of the methods, media, and materials. Therefore, the first step is analysis of the learners. You cannot analyze every trait of your learners, but several factors are critical for making good methods and media decisions. General characteristics include broad identifying descriptors such as age, grade level, job or position, and cultural or socioeconomic factors. Specific entry competencies refer to knowledge and skills that learners either possess or lack: prerequisite skills, target skills, and attitudes. Learning style refers to the spectrum of psychological traits that affect how we perceive and respond to different stimuli, such as anxiety, aptitude, visual or auditory preference, and motivation.
- What learning outcome is each learner expected to achieve? More precisely, what new capability should learners possess at the completion of instruction? An objective is not a statement of what the instructor plans to put into the lesson but of what learners ought to get out of the lesson. An objective is a statement of what will be achieved, not how it will be achieved. You must know your objectives in order to make appropriate selection of methods and media. Your objectives will guide your sequence of learning activities and your choice of media. Knowing your objectives will also commit you to create a learning environment in which the objectives can be reached. Objectives also help insure proper evaluation. You won’t know whether your students have achieved an objective unless you are absolutely sure what that objective is. If objectives are clearly and specifically stated, learning and teaching become objective oriented. Should be as specific as possible. ABCDs of Objectives – Audience, Behavior, Conditions, Degree A well-stated objective starts by naming the audience for whom the objective is intended. It then specifies the behavior or capability to be demonstrated and the conditions under which the behavior or capability will be observed. Finally, it specifies the degree to which the new skill must be mastered—the standard by which the capability can be judged.
- A systematic plan for using media and technology certainly demands that the methods, media, and materials be selected systematically in the first place. The selection process has three steps: 1) deciding on the appropriate method for the given learning tasks, 2) choosing a media format that is suitable for carrying out the method and 3) selecting, modifying, or designing specific materials within that media format.