ASSIGNMENT | KARATINA UNIVERISTY

KARATINA
UNIVERISTY : CIM 211
EDUCATION MEDIA
Dr Mugo David (PhD)
email: [e-mail] Cell: 0721

LECTURE 6

SYSTEMATIC SELECTION AND UTILIZATI
OF INSTRUCTIONAL MEDIA
THE ASSURE MODEL

• Effective teaching must creatively incorporate instructional media
• The use of instructional media require careful planning, and systemat
utilization
• The ultimate aim in teaching is to synchronize content, methodo
and media utilization
• The ASSURE Model is a guide for planning and conducting Aa lesson t
utilizes instructional media.

• The model was developed by four educationists, in the year 1996.
• Robert Heinrich of Indiana University, Bloomington
• Michel Molenda of Indiana University, Bloomington
• James D. Russell of Indian University Purdue,
• and Jose Salmadino
• in an attempt to modelling a framework Instructional Media and
Technologies for Learning, based on Robert Gagne thinking on .

Dr. Robert Heinich, Indiana University

Prof. Michael Molenda, Indian University, Bloomington

James D. Rusell, Indiana University.

School of Education, Indiana University, Bloomington.

The ASSURE Model has six steps, represented by the acronym.
It describes a set of tasks central to the informed selection and use
educational technology. The tasks are:
• Analyze Learner characteristics
• State Objectives
• Select Media and Materials
• Utilize Media and Materials
• Require Learner Participation
• Evaluate and Revise

Analyze Learner Characteristics
• The first step in planning is to specifically identify the
characteristics of the learner
• You must know the learner if you are to select the best media tha
best fit their characteristics.

The learner can be analyzed in two ways:
a) Learner General Characteristics
• These are broad and general descriptions about the learner
• The characteristics include grade level, age, sex, mental
emotional, physical or social problems, socio-economic
background
• These characteristics are not content related, but they
significantly determine the level of instruction , the media to
select and examples to give

b) Specific entry competencies
• These are content related skills which the teacher determines if the
learner has prior knowledge, skills, and attitudes about
• The learner may have attitudes, biases and misconceptions about t
topic , sub topic or even the subject
• This is called the learner entry behavior
• E.g. disinterested learners can be taught using a video
• Learner with keyboarding skills can be taught using a projector
those without can be taught typing skills using a real computer

S - State Objectives
The next step in planning is to specifically state the objectives for the
instructional experience.
Objectives are the learning outcomes, that is, what will the stu
get out of the lesson?
Objectives must be stated in behavioural terms of what the lea
(not the teacher or presenter) will be able to do as a result o
instruction.

Objectives must be measurable, behavioral and in relation to th
learner (not the teacher)
Objectives typically contain four basic parts:
• Audience-who your learners are?
• Behavior to be demonstrated
• Conditions under which the behavior will be observed
• Degree – it’s the qualitative or quantitative description of th
degree to which the learned skills are to be mastered.

Why should a teacher state the objectives?
• To guide in the correct selection of instructional media
• Guide the teacher in arranging an environment in which t
objectives can be achieved
• Provides a reference point for effective evaluation for the
teaching learning process

S – Select media, modify or design material

• Once you know your audience and have stated the objectives, the
it is time to select the available but appropriate materials.
• If the material available is not appropriate, modify existing materia
so that its able to help you achieve your objectives
• If no material of is available for selection or modification, de
new materials to help accomplish this task.
• The later requirement calls for creativity and originality on the side
of the teacher

U - Utilize, the instructional material

• Now you must decide how the media, materials and technology m
be used to carry out your method/s.
• You must endeavor to get maximum impact from the resources
• Steps
i. Preview the materials before utilization. Get familiar with
content, remove embarrassing scenes e.t.c.
ii. Prepare the environment – Prepare the room, the sitting
arrangement, power sockets, provide for darkness etc

iii) Keep ready the necessary equipment and facilities. Ensure
you have a plan B.
iv) Practice the presentation (with peers or in front of a mirror)
v) Prepared for the learner for the experience.
vi) Then conduct the lesson using the instructional media.

R - Require Learner Participation

• Learning occur best when learners are actively involved in t
learning experience.
• So teacher must use the following skills that ensure learner
participation
• Question and answer skill
• discussions, group work,
• handling the media – let the learner engage with their h
e.g. doing the titration, dissecting or measuring using
micrometer screw gauge

• Give reinforcement with the slightest attempt made
• Read verbal and non verbal communication and respond to them
• Allow them to construct knowledge as opposed to trying to "teach
them knowledge.

Evaluate and Revise

• It is an important stage but is often overlooked
• After instruction, you must evaluate the entire instructional
process.
• You must reflect upon the lesson,
• the stated objectives,
• the instructional strategy,
• the instructional materials, and the assessment

• Determine if these elements were effective
• Determine what can be reviewed or changed
• If there are discrepancies between what you intended and what
actually happened during the lesson, make appropriate revisions
before designing another lesson again.

.
… the end
GOD BLESS