The ASSURE model is an instructional design process that guides teachers in developing effective lessons that integrate technology and multimedia. It consists of 6 key components: 1) Analyze learners, 2) State standards and objectives, 3) Select strategies, technology, and materials, 4) Utilize technology and materials, 5) Require learner participation, and 6) Evaluate and revise. The goal of the ASSURE model is to help teachers design lessons that engage students and lead them to achieve the specified learning objectives.

1. Instruction design is called “Science” because it follows a set of theories and methods
and it is concerned with inputs and outputs of information. Instruction design is also
called as an “art” because it is related with creativity and shows a designer’s talent and
capabilities. (George M. Piskurich 2006). “Instruction design is really a set of rules or
procedures, you could say, for creating training that does what it is supposed to do”.
(George M. Piskurich).
ASSURE MODEL
By
Christopher Thomas

2. ASSURE Model
The ASSURE model was developed by Heinrich and Molenda in 1999.
It is a well known
instructional design guide using constructivist perspective which
integrates
multimedia and technology to enhance the learning environment
(Patrick Lefebvre 2006).
• The ASSURE model is an ISD (Instructional Systems
Design) process that was modified to be used by
teachers in the regular classroom The ISD process is
one in which teachers and trainers can use to design
and develop the most appropriate learning
environment for their students. You can use this
process in writing your lesson plans and in
improving teaching and learning.

3. Components
The ASSURE model incorporates Robert Gagne's
events of instruction to assure effective use of media
in instruction.
• A — Analyze learners
•S — State standards & objectives
•S — Select strategies, technology, media & materials
•U — Utilize technology, media & materials
•R — Require learner participation
•E — Evaluate & revise

4. Analyze Learner
• Assess via pre-test or surveys before the start of the desired design process
• Review general characteristics about the learners through academic or HR
records
– Gender
– Interest
– Ethnicity……etc
• Evaluate preferred ways students learns
– Visual
– Audio
– Kinesthetic…..etc

5. State Objectives
• Be Specific
Use the A.B.C.D’s of writing Objectives
• Be Clear
A. Identify Audience
• Learners should have a good
Understanding of what is to be B. Specify Behavior the student will
expected of the at the end of the demonstrate after Instructions.
course or training
• Student should be able to Self- C. The Conditions under which the behavior
will be assessed
Assess prior to completion of the
course or training based on the D. The Degree in which the capability will be
stated Objectives assessed
• Objectives should Adapt to the
abilities of the Individual students

6. Selection of Media
• At this point of the Instructional Design Model is the selection of the media
and content materials, because of the attributes of technology the
question of what to teach and how to teach must be addressed (Judity J.
Lambrecht 1999). Some options we may use include but are not limited to
the following:
• Relevant Content: Content that addresses the stated Objectives of the
course
• Sounds: the use of sounds can be an audible voice, tranquial music…etc.
• Computer systems: personal or public, networked or stand alone, Internet
or Intranet.
• Mobile: Today’s newer platforms allow for the use of more mobile portable
devices to deliver instructions.
• Podcasts: More and more instructions are being delivered via podcasts.

7. Utilization of Material
• It is the Instructors duty to make the lessons interesting, even the dullest of
topics can be made interesting via the use of appropriate interactive
material to be used by the learner.
– The learning environment should promote the learning process
– Adequate lighting for reading (LED) lighting provide superior lighting
with reduced heat and glare.
– Adequate working space for collaboration of groups of students.
– Ample monitors available for display of shared computer generated
images (CGI)

8. Require Learners Performance
The Instructor should provide ample opportunity for the students to:
• Practice the lesson
• give adequate feedbacks for improvements.
The Lesson should Include a variety of meaningful activities for the:
Student to participate in Problem Solving
Critical Thinking.
This will allow the learner
to communicate with the teacher and receive valuable
feedback

9. Evaluation
Evaluating the entire lessons is very crucial for further improvements.
Instructor must evaluate to see whether his/her objectives are achieved.
Before presenting the lesson again.
Appropriate revision and correction must be done.

10. Assure Table.
Attributes Recommendations for Usage comments
Analysis of the Audience, learners skills, prior knowledge, age, grade and
learner attitude, learning style
State Clear and sound objectives, achievements, intended audience,
Objectives behavior, learning conditions, equipments, maps, dictionaries,
Planning etc…
Select Media Media must be relevant, sound, graphics and animations,
blend technology, learner education, instructor education
Utilize Positive utilization, make interesting lessons, appropriate
Material materials, Classroom conditions, equipment, lights and
facilities.
Require Opportunity, practice the lesson, give feedback, activities,
Learner Critical thinking, problem solving, useful communication
Performance
Evaluation Evaluate lesson, objectives, revision again, correction,
tests.