A.S.S.U.R.E.



The **ASSURE model** is an Instructional Systems Design (ISD) model developed in the mid-1990's by Robert Heinich and Michael Molenda of Indiana University and James D. Russell of Purdue University, based on constructivist learning theory principles. **A.S.S.U.R.E.** was originally developed as a general purpose framework for use by teachers and instructors in traditional classroom settings. However, the model's emphasis on media and instructional methods (especially technology-based methods) has made it particularly well-adapted for use in e-learning environments.


 * **Contents**:
 * 1) Main Components of the ASSURE Model
 * 2) Learning Theory Basis of the ASSURE Model
 * 3) Using the ASSURE Model for Designing E-Instruction
 * 4) Additional Resources ||

1. Main Components of the ASSURE Model
The acronym ** A.S.S.U.R.E. ** stands for the six main steps of the model, which are:

S tate objectives S elect instructional methods, media, and materials U tilize media and materials R equire learner participation E valuate and revise **
 * A nalyze learners

The enclosed PowerPoint Presentation **//(see top of this page)//** provides a summary of each of the above steps.

2. Learning Theory Basis of the ASSURE Model
ASSURE is a constructivist ISD model based on Robert Gagné’s Nine Events of Instruction. The ASSURE model emphasizes learning where students are required to interact with their environment as fully engaged participants in the learning process, by figuratively, and perhaps literally, “rolling up their sleeves and getting their hands dirty”. The ASSURE model involves interactive, experiential activities whereby the learners have direct contact with objects, events and/or other learners. Students gain understanding by means of the direct interaction.

Constructivist learning theories espouse the notion that “the learner’s basis of meaning is found in his or her direct experience with a dynamic and responsive world,” and that “we can only form concepts through bodily actions” or contact. (Davis et al., 2000, p 65) Using the ASSURE Model, instructional design would provide dynamically interactive methods, media and materials that bridge the gap between the learner and the performance objectives, and thus enhance knowledge and skills transfer.

So where’s the instructor? The “teacher” remains primarily on the sidelines, yet presently assessing the students’ performance and giving feedback and guidance during the learning process -similar to a coach.

The ASSURE model specifically emphasizes integration of technology and multimedia materials into the learning process, and so deviates from didactic, lecture-type/text book instruction. Instead, it accentuates the process of active adaptation. The learner, therein, constructs his/her own conceptualizations, solutions and conclusions.

//Reference: Davis, B. Sumara, D. & Luce-Kapier, R. (2000) Engaging Minds: Learning and teaching in a complex world. Mahwah, NJ Lawrence Eribaum Associates.//

3. Using the ASSURE Model for Designing E-Instruction
With its emphasis on the selection and integration of media and technology-based instructional methods, the ASSURE model provides a framework that is well-suited to the development of both sychronous and assynchronous electronic instruction (e-instruction).

In particular, the "**U**" and "**R**" steps of **A.S.S.U.R.E.** -- **Utilize Media and Materials** and **Require Learner Participation** - provide detailed guidance that is **particularly relevant and appropriate for virtual learning environments**. Overall, the six steps of the ASSURE model can be used with an eye towards the development of e-struction, as follows:


 * ​ __Analyze Learners__ -** In addition to your audience's general characteristics as learners, what specific electronic technologies will be appropriate for them? This can be based on their learning style, their level of experience and comfort with electronic media, and other considerations.


 * __State Objectives__ -** Your selection of electronic media and methodologies should also be based on a clear understanding of your learning objectives -- ie, what do you want your learners to think, feel and **do** as a result of this instruction? In some cases, the learning materials may be pre-built with a set of existing learning objectives. Make sure these are suitable for your course and your audience.


 * __Select Methods, Media, and Materials__ -** Once you have a clear understanding of your audience and your learning objectives, you can select the most appropriate electronic media and instructional technologies for your course.


 * __Utilize Media and Materials__ --** Just because you're using the latest and greatest new technologies in your instruction doesn't mean you're using them effectively. The ASSURE model provides the "**5 P's**" as a guideline for proper implementation: **preview** the electronic media before using, **prepare** the electronic media if neccessary, **prepare** the instructional environment (this is particularly important for collaborative online environments, eg. setting up discussion threads, wikis, or other platforms so that the learners and instructor(s) will be able to interact without difficulty), **prepare** the learners so that they are ready to learn (e.g. send out emails to them before the course begins), and **provide** the learning experience (webinars, discussion boards, collaborative exercises, etc.).


 * __Require Learner Participation__ ** - The ASSURE model places special emphasis on "assuring" learner engagement through active participation in the lesson. This feature alone makes it a highly effective model e-instruction, because it's so easy to "lose" learners in a virtual environment.


 * __Evaluate and Revise__ -** Like all ADDIE-based models, ASSURE provides an iterative process for evaluating the effectiveness of each step of the instruction and making appropriate revisions.

4. Additional Resources
E-instruction example of the ASSURE model in action, by Millie Alvarez, Nellie Deutsch, and Cindi Mendoza at University of Phoenix: [|http://www.nelliemuller.com/ASSURE.Instructional.Unit.The.Giver.htm]

Traiditional classroom example of the ASSURE model in action, by Jessica Ghormley: []

The ASSURE model summaried in a handy table, by Michael Hanley at the E-Learning Curve blog: []

YouTube video presentation of the ASSURE model, posted on Clif Mims' //Learning Telecollaboratively// website: [] ASSURE model presentation **Part 1**1 (7min 35sec) ASSURE model presentation **Part 2** (8min 37sec) ASSURE model presentation **Part 3** (4min 05sec)

The Conditions of Learning of Robert Gagné, summarized by Stephen Bostock at Keele University: []

__Bibliography:__

//Gagné, Robert M. (1985) The conditions of learning. 4th ed. New York: Holt, Rinehart & Winston//

//Heinich, R., Molenda, M., Russell, J. D., Smaldino, S. E. (2002) Instructional media and technologies for learning. 7th ed. Upper Saddle River, New Jersey: Merrill Prentice Hall//

//(This wiki page was initially written by Judith Erdman and Daniel Spira as part of INSDSG 619, Spring 2010. Please [|edit this page] to improve it!)//