Model Resource Document: The ASSURE Model

Melissa L Griswold
mlwysong@memphis.edu
February 15, 2016
For Dr. Martindale, IDT 7074

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An Overview of the Key Tenets of the ASSURE model

The ASSURE model is designed to focus the instructors efforts on the use of media and
technology within the classroom environment (virtual or real) As such, the ASSURE model
provides a planning framework suitable for dealing with the ongoing changes of media and
technology in the teaching and learning environment (Aziz, p. 1). There are six steps of the
ASSURE model also help make the acronym that forms its title. The six steps are: (1) analyze
learners, (2) state objectives, (3) select media and materials, (4) utilize media and materials, (5)
require learner participation, and (6) evaluate and revise.
The first step is to analyze the learners. In order to design effective instruction, you must
first know who your target audience is. Some of the factors that could influence your design
include: level, age, gender, motivation, socio-economic status, learning styles, or previous
learning experience (Ahmed, p.1). Students that are at different levels of understanding will
require from different resources and content. The instruction should be age appropriate for your
target audience. Students that are less motivated to learn the content will benefit from having
something that interests and involves them (Scales, p. 136.)

Stating the objectives is the next step of the model. Scales (2013) states that
When choosing teaching and learning resources you need to be clear about why you are
using them and what it is that you want your learners to know or be able to do what is the
learning outcome? (p. 136). He suggests using Blooms taxonomy to help in writing learning
objectives. Objectives should contain four parts: audience, behavior to demonstrate,
conditions under which the behavior will be observed, and degree to which the learned skills
are to be mastered (Ahmed, p. 1).
The third step is to select media and materials. In do this, you need to keep in mind the
learners and objectives. These could be selected from available resources, modified existing
materials, or they could be newly designed for the instruction (Ahmed, p. 2). Some of the more
frequent resources include: PowerPoint presentations, videos, printed resources, models,
interactive whiteboards, or field trips (Scales, p. 136).
Utilizing the media and materials is the step in which you make the final preparations for
the instruction. There are five steps recommended by Heinich that will help prepare you, known
as the 5 Ps: (1) preview the materials, (2) prepare the materials, (3) prepare the environment,
(4) prepare the learners, and (5) provide the learning experience (Scales, p. 137-138). You should

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always preview pre-made materials to ensure appropriateness, accuracy, length, and that is in in
working condition. Make sure you have all of your materials and that you have enough to use if
students will be using them. Ensure that the room and any equipment needed are available and
working. In order to prepare the learners, explain to them why they are learning this and what
resources you will be using and why. Last, but certainly not least, provide the learning
experience. Provide the instruction to the students using the media and materials. Using all of
these steps will help ensure that things will go smoothly and effectively (Scales, pg. 137-138).
Require learner participation is the fifth step in the model. Learners should be engaged
and participate in the learning and not in a passive role. Videos should encourage discussion.
Printed resources should be meaningful to learners and allow them to interact with the resources.
PowerPoints should allow learners to respond and contribute their ideas (Scales, pg. 138).
The last step is to evaluate and revise. After resources have been used in the lesson,
they should be evaluated for their effectiveness in the instruction, and if needed they should be
revised to better the instruction for the future use. Being a reflective teacher is part of being
committed to continuously improving yourself and instruction. Observing your students reactions
to the instruction, analyzing the assessment, or asking your students for feedback on the
instruction yourself are ways that you can reflect and use the results to better the instruction
(Spears, pg. 138.). Some questions to ask yourself could include, Did the resource arouse
learners interest and attention? Did it stimulate discussion or encourage learners to engage with
the task? Can they do what you wanted them to do or do they know what you wanted? (Spears,
pg. 138.)

History and Development of the ASSURE model

The ASSURE model was established in 1982 through the text, Instructional Technology and
Media for Learning, by Heinich, Molenda, and Russell. During the time that it was established,
computers were first being introduced in schools. It was designed specifically for integrating
technology in lessons for teachers (Reiser, pg. 210). The ASSURE model is designed to "assist
teachers and trainers with providing instruction and feedback (Reiser, pg. 210)." It is a traditional
instructional systems design that incorporates Gagns Nine Events of Instruction. The six steps
make up the acronym for the title, ASSURE, because it is intended to assure effective instruction
(Reiser, pg. 210).

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The text is now in its eleventh edition and features many resources designed around the
ASSURE model. Such resources include: videos, rubrics, case studies, website and social media
resources, and a focus on the Common Core State Standards.

Key Individuals, Past and Present

The ASSURE model was designed by Dr. Robert Heinich, Dr. Michael Molenda, and Dr.
James D. Russell. They first released a text, Instructional Media and Technologies for Learning, in
1982. In this text, they began to explain the ASSURE model. Dr. Sharon Smaldino joined as a coauthor of the book in 2002. The text has become a valuable resource in the instructional design
community. New additions of the text are periodically released, now in its eleventh by Smaldino,
Russell, Cliff Mims, and Deborah Louther.
Dr. Robert Heinich has written many articles and monographs for the instructional design
field. He was a co-author to the first seven editions of the text, Instructional Media and
Technologies for Learning. He is Professor Emeritus at Indiana University in the department of
Instruction Systems Technology. He served on the faculty at the University of Southern California.
He worked with the Colorado Springs school district, creating a nationally prominent media
program. He served as the president for the Association for Educational Communications and
Technology (AECT), and as an editor for their scholarly journal. His accolades include the
Presidential Citation of the International Society for Performance and Instruction and the
Distinguished Service Award of AECT (Smaldino, pg. xiv)
Dr. Michael Molenda received his Ph.D. from Syracuse University and has previously taught
at the University of North Carolina at Greensboro. He is now an Associate Professor at Indiana
University in the Instructional Systems Technology program. He teaches courses in Media
Applications, Instructional Development, Evaluation and Change, and Instructional Technology
Foundations (Smaldino, pg. xiv). He contributed to the first seven editions of the text
Instructional Media and Technologies as well. He has been a Fulbright Lecturer in Peru, served on
the Board of Directors and as president for AECT. He has written articles on educational
technology in both elementary and secondary education (Smaldino, pg. xiv).
Dr. James D. Russell is a Professor Emeritus at Purdue University in the Educational
Technology department and also works in Purdues Center for Instructional Excellence conducting
professional development on teaching techniques. He taught for more than forty years as a high
school mathematics and physics teacher. His accolades include honors while teaching at Purdue
as an Outstanding Teacher and Best Teacher award for his department and the School of

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Education. Through his teaching, workshops, consulting, and this textbook, Jim continues to
make a significant impact on classroom teaching practice (Smaldino, pg. xiii).
Dr. Sharon Smaldino is the L.D. at Northern Illinois University in the College of Education.
Here she works with faculty and teachers on helping them integrate technology in their
instruction. She previously taught as a professor of Educational Technology at the University of
Northern Iowa. She received her Ph.D. from Southern Illinois University, Carbondale and a
Masters of Arts in Elementary Education. She taught for many years as a teacher, speech
therapist, and a special educator. She has received several accolades for her outstanding
teaching. She has presented at conferences at the state, national, and international levels. She
has served as the President of AECT, and on the board of directors for IVLA (Smaldino, pg. xiii).

Contrasting the ASSURE model with Other Instructional Design

Models
The ADDIE model is arguably the most popular instructional design model used. When
comparing the ADDIE model with the ASSURE model they are similar, yet different. Whereas the
ASSURE model incorporates six steps as discussed above, the ADDIE model has only five steps:
analysis, design, development, implementation, and evaluation. Both models incorporate front
end analysis and evaluation by beginning with an analysis phase, and ending with an evaluation
phase. They also allow for the implementation of media and technology. Another similarity that
they share is that they are both based on Gagns Nine Events of Instruction (Lenz, pg. 6-7.)
When comparing the ASSURE model against Gagns Nine Events of Instruction, you can
see where the ASSURE model is contrived from it. Both models contain similar steps, however
the ASSURE model has incorporated the best features of Gagnes nine events of instruction and
streamlined the process so that instructors can create lessons that effectively integrate the use
of technology and media to improve student learning (Bayne.) Edmonds created a conceptual
framework for comparing the two models. Using this framework, he states that both models have
a prescriptive orientation, procedural in knowledge structure, are suitable for all expertise levels,
and have a theoretical systems approach (Bayne). The difference is that the ASSURE model is
meant for educational purposes in elementary, secondary, and higher education. Gagns is
designed for not only education in the traditional school setting but also in government and
businesses. Gagns model is also focused on the course, curriculum, and institution as well as
the unit and lesson (Bayne.) Gagns model differs in that it is not focused on technology, the

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objectives are written in terms of performance, and that the learning environment is passive
instead of engaging.

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References
Ahmed, D. H. I. H. (2014). The ASSURE Model Lesson Plan [Pdf]. Khartoum: University of
Khartoum. http://edu.uofk.edu/multisites/UofK_edu/images/News/ASSURE.pdf
Aziz, H. (1999). Assure learning Through the Use of the ASSURE Model. Office of Information
Technology at Valencia Community
College. https://learn.vccs.edu/bbcswebdav/institution/SO/MODEL/Learning%20Unit%202/Assure
%20Learning%20Through%20the%20Use%20of%20the%20ASSURE%20Model.pdf

Bayne, G. A. (n.d.). Module 6. Retrieved February 10, 2016,

from http://gailalleynebayne.weebly.com/id-models.html

Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology.
Boston: Pearson.

Lenz, C. (2011, February 14). Comparison of Instructional Design Models. Retrieved February 10,
2016,
from http://7487rolesofthemediaspecialist.wiki.westga.edu/file/view/7461_id+paper_csl.docx
Scales, P., Senior, L., & Briddon, K. (2013). Teaching in the Lifelong Learning Sector. Maidenhead:
McGraw-Hill Education. http://ezproxy.memphis.edu/login?
url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=503372&site=edslive&ebv=EB&ppid=pp_138
Smaldino, S. E. (2005). Instructional technology and media for learning. Upper Saddle River, NJ:
Pearson/Merrill/Prentice Hall.

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Recommended Reading
Ahmed, D. H. I. H. (2014). The ASSURE Model Lesson Plan [Pdf]. Khartoum: University of
Khartoum. http://edu.uofk.edu/multisites/UofK_edu/images/News/ASSURE.pdf

This resource includes a lesson plan template designed for the ASSURE model. It
incorporates each step of the ASSURE model into each part of the lesson, including
specific questions to answer.

Aziz, H. (1999). Assure learning Through the Use of the ASSURE Model. Office of Information
Technology at Valencia Community College.
https://learn.vccs.edu/bbcswebdav/institution/SO/MODEL/Learning%20Unit%202/Assure
%20Learning%20Through%20the%20Use%20of%20the%20ASSURE%20Model.pdf

This article acknowledges that the technology and media that are available to teachers
and students is ever evolving. It discusses how to determine if a piece of technology is the
best to use by using the ASSURE model.

Faryadi, Q. (2007). Instructional Design Models: What a Revolution!. Online Submission.

http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED495711

This review looks at the ASSURE model, Gagns Nine Events of Instruction, and John
Killers model to discuss the benefits of using an ID model and integrating interactive
multimedia into the lesson.

Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology.
Boston: Pearson. http://www.amazon.com/Trends-Issues-Instructional-TechnologyEdition/dp/0132563584

This text discusses the field of instructional design and technology and trends that have
affected the past and present. The ASSURE model is discussed throughout the text.

Russel, J. D., & Sorge, D. (1994). Improving technology implementation in grades 5-12 with the
ASSURE model. T H E Journal, 21(9), 66. http://ezproxy.memphis.edu/login?
url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=9501235085&site=edslive

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In this article, James Russell, one of the original authors of the ASSURE model, discusses
how although middle and high schools and students have access to technology, it is not
being implemented for maximum effectiveness. They created a series of workshops to
train school staff on implementing technology.

Scales, P., Senior, L., & Briddon, K. (2013). Teaching in the Lifelong Learning Sector. Maidenhead:
McGraw-Hill Education. http://ezproxy.memphis.edu/login?
url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=503372&site=edslive&ebv=EB&ppid=pp_138

This text discusses the ADDIE model in detail, and also focuses on different types of media
and resources available to teachers. It discusses incorporating reflection, planning, and
assessment into lessons and lifelong learning.

Sezer, B., Karaoglan Yilmaz, F. G., & Yilmaz, R. (2013). Integrating Technology into Classroom: The
Learner-Centered Instructional Design. Online Submission,
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED561175

In this study, the authors consider different instructional design models to help revise
lessons that are at a lower level of instructional design. They state that the ASSURE model
is learner centered and unlike other models it uses cognitive theories of learning in its
foundation.

Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (n.d.). Instructional technology and
media for learning. http://www.amazon.com/Instructional-Technology-Learning-SharonSmaldino/dp/0133564150/ref=mt_paperback?_encoding=UTF8&me=

This is the latest edition of the text Instructional Technology and Media for Learning. The
ASSURE model was first introduced in this text. It discusses topics on 21 st century learning,
engage learners with digital devices, long distance learning, and using different medias to
enhance learning.

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Web Resources
Bayne, G. A. (n.d.). Module 6. Retrieved February 10, 2016,
from http://gailalleynebayne.weebly.com/id-models.html

In this e-portfolio of a graduate student from Texas Tech University, she compares and
contrasts the ASSURE model to Gagn's Nine Events of Instruction.

Chilton, G. (n.d.). Instructional Planning with the ASSURE Model. Retrieved February 10, 2016,
from http://www.questgarden.com/07/93/3/051105171538/process.htm

This was designed by a college professor to be used as a web quest for students in her class.
During Step 3, she discusses the steps and lesson plan of the ASSURE model. What is unique
to this resource is that she also has questions for the roles of three different perspectives, the
teacher, principal, and a parent of a child with a disability.

Grant, M. (2013). Comparing Instructional Design Models. Retrieved September 12, 2014,
from http://www.slideshare.net/msquareg/comparing-instructional-design-models

Dr. Grant compares different instructional design models including: ASSURE, Kemp, Dick,
Carey, and ADDIE. He also includes quotes from the designers about their specific model.

Horne, C. (n.d.). Assure Lesson Plan [DOC].

http://totaltechnology.wikispaces.com/file/detail/Assure%20lesson%20Plan.docx

This is an example of a lesson plan designed using the ASSURE Model Instructional Plan. This is
a third grade mathematics lesson about recognizing patterns and mathematical relationships.

Hanley, M. (2009, January 24). ASSURE Model: Discovering Instructional Design 18. Retrieved
February 10, 2016, from http://michaelhanley.ie/elearningcurve/index.php/2009/06/24/assuremodel-discovering-instructional-design-18/

This resource explains the steps of the model in detail and includes questions to ask yourself
as the designer. It gives a suggested list of criteria for choosing media, how to build strong,
purposeful objectives, and to evaluate the student performance, media components, and
instructor performance.

Lenz, C. (2011, February 14). Comparison of Instructional Design Models. Retrieved February 10,
2016,
from http://7487rolesofthemediaspecialist.wiki.westga.edu/file/view/7461_id+paper_csl.docx

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In this paper by a graduate student at the University of West Georgia, she compares the
ADDIE, Understanding by Design model, and the ASSURE model.

Smith, E. (2013, December 4). ASSURE Model of Instructional Design. Retrieved February 10,
2016, from https://prezi.com/xcc2tyt-wctc/assure-model-of-instructional-design/

This is a Prezi presentation created by a student at the University of West Florida. It includes
several visuals of the ASSURE model and a brief overview of each step.

Spencer, R. (2015, November 30). 6 Tips to Apply the ASSURE Model In Blended Learning eLearning Industry. Retrieved February 08, 2016, from http://elearningindustry.com/6-tips-applyassure-model-blended-learning

This resource briefly explains the steps of the ASSURE model. Afterwards, it includes six tips to
incorporate the ASSURE model in a blended learning environment, including online
assessments, creating custom objectives, and using the best technology.