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TTL1-Unit 3.A.2&3

The document discusses different theories and principles for designing technology-driven learning lessons, including Edgar Dale's Cone of Experience which outlines retention rates based on participation level, the TPACK framework for integrating technology, pedagogy and content knowledge; and the ASSURE model which is a 6-step instructional design process focusing on analyzing learners, setting objectives, selecting methods and materials, utilizing them, requiring learner participation, and evaluating performance.

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38 views5 pages

TTL1-Unit 3.A.2&3

The document discusses different theories and principles for designing technology-driven learning lessons, including Edgar Dale's Cone of Experience which outlines retention rates based on participation level, the TPACK framework for integrating technology, pedagogy and content knowledge; and the ASSURE model which is a 6-step instructional design process focusing on analyzing learners, setting objectives, selecting methods and materials, utilizing them, requiring learner participation, and evaluating performance.

Uploaded by

nayah aquino
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Technology for Technology and Learning 1 Module

Unit 3 – Theories and Principles in the Use and Design of Technology Driven
Learning Lessons
1. Edgar Dale’s Cone of Experience
2. TPACK
3. ASSURE

EDGAR DALE’S CONE OF EXPERIENCE

People remember:
10% of what they read.
20% of what they only hear.
30% of what they only see.
50% of what they see and hear.
70% of what they say and write down.
90% of what they DO

*Read page 42-52 of Technology for Teaching and Learning 1 book


Technology for Technology and Learning 1 Module

Activity
1. What are the advantages of applying TPACK model in the teaching and learning
process?
2. Is TPACK model beneficial to teachers only or to students as well? Explain your
answer by giving examples.
Technology for Technology and Learning 1 Module

Overview of the ASSURE MODEL


The ASSURE model is an instructional system or guideline that teachers can use to develop
lesson plans which integrate the use of technology and media (Smaldino, Lowther & Russell,
2008). The ASSURE Model places the focus on the learner and the overall outcome of
accomplishing learning objectives. The ASSURE model is an enriched evolution of the ADDIE
general model. Although the ASSURE model has six steps, which do not exactly correspond to
ADDIE’s five, ASSURE also presents design phases, and shares with it the two main features:
the initial focus on analysis and the cyclic structure.

The peculiar feature of this model is that it is focused on “planning and conducting Instruction
that incorporates media” (Heinich, Molenda & Russel, 1993). Its main perspective is on how to
Technology for Technology and Learning 1 Module

integrate media (any kind of media) into instruction in a method capable of producing the
desired learning outcomes. Developed by Robert Heinich and Michael Molenda decades ago, the
ASSURE model gained popularity because of its use in a popular textbook for educators.

It is a well-known instructional design guide that uses the constructivist perspective, which
integrates multimedia and technology to enhance the learning environment (Lefebvre 2006).
The ASSURE model was modified to be used by teachers in the classroom by Smaldino,
Lowther & Russell, 2008.

Teachers prefer the ASSURE model because it is designed to be used for a few hours of
instruction and for each individual student. This model does not require high complexity
of delivered media, deep ID knowledge, or high revision of designs (Gustafson & Branch, 2002).
The main difference between an inexperienced teacher and an expert teacher is that an expert
teacher can easily decide on content, appropriate teaching strategies, and delivery
medium. The ASSURE model gives new (inexperienced) teachers a general roadmap to follow
to help them think more like expert teachers.

The ASSURE Model has six steps, each represented by a letter in the acronym title, with each
step describing a set of task central to the informed selection and use of educational
technology. The ASSURE acronym stands for these important components:

Analyze Learners;
State Objectives;
Select Methods, Media and Materials;
Utilize Methods, Media and Materials;
Require Learner Participation; and
Evaluate and Revise.

Analyze Learners: General Characteristics

The first step in the ASSURE model is to Analyze Learners. To Analyze the Learners you must
examine the learner in detail. Like most things, without taking the time in the beginning to
examine the learner, nothing you have prepared will be effective. Once you have an
understanding and reasonable grasp for the learners’ competence at the beginning of the
instruction, the teacher can modify to assist the learner in their learning endeavors (Callison
2002).
As part of analyzing your leaners you must identify your audience. Your audience can be
students, teachers, group members, an organization, a youth group, among many others. You
must know the audience if you are to select the best medium to meet the objectives you have
set. The audience can be analyzed in terms of their general characteristics (grade level, age,
sex, mental, emotional, physical or social problems, socio-economic status etc.) with specific
entry competencies (prior knowledge, skills, and attitudes about the topic), and learning styles
(visual, musical, verbal, logical, etc.).

State Objectives
The stated objectives are statements describing what the learner will do as a result of
instruction. In other words, objectives are the learning outcomes, that is, what will the student
will learn from the lesson? In order to develop proper objectives you must frame them in terms
of desired behavior. What the learner will be able to accomplish after completing the
instruction. The objectives you use should be as specific as possible so the learner
understands what they are to accomplish. If objectives are clearly and specifically stated, both
the learning and teaching will become objective oriented.
Technology for Technology and Learning 1 Module

Most objectives contain four parts:

• Audience-who your learners are? ;


• Behavior to be demonstrated ;
• Conditions under which the behavior will be observed; and
• Degree to which the learned skills are to be mastered.

Select Methods, Media, & Materials


Once you know your audience and have a clear idea of what they should get out of the lesson,
then it is time to select the appropriate method for the given learning task, select available
materials, modify existing materials, or design new materials to help accomplish this task.
(Smaldino, Lowther, & Russell, 2012). At this step, the Instructor should connect the audience
to the objectives. To connect the two the teacher must determine what method to use.

Utilize Methods, Media, & Materials


The Utilize Methods, Media & Materials step is where you develop your plan for implementing
your media and materials. For each type of media or materials, the teacher selects and describe
in how they are going to implement the media (or material) into your lesson to help your
learners meet the lesson’s objective. The media, materials and technology selected should be
focused on carrying out the selected method. If you decide to use electronic equipment, be sure
to use it before, even practice if you have to, to insure the equipment is functioning properly. In
that same regard, it is also important to practice the lesson itself before introducing it to the
learner. Next, prepare the room, the necessary equipment and facilities. It may be obvious, but
both the learner and teacher should be prepared for the learning experience.

Require Learner Participation


The Require Learner Participation step requires you to describe how you are going to get each
learner actively and individually involved in the lesson. Students learn best when they are
actively involved in the learning experience. Whatever your teaching strategy, be sure to
incorporate questions and answers, discussions, group work, hands-on activities, and other
ways of getting students actively involved in the learning of the content. You should seek to
pay close attention to your learners and feel confident that they are truly grasping the content
and not just listening. Participating in the learning will facilitate this level of understanding.
Allow them to construct knowledge as opposed to trying to “teach” them knowledge. Finally for
this step, feedback must be provided to the learner before any type of evaluation is conducted.

Evaluate Student Performance:


The last step of the ASSURE method is Evaluate Student Performance. Here the evaluation
should be matched to the objective. Ultimately this last stage is the most important. You must
evaluate the instruction process from start to finish using the objectives you created in the
beginning. It is helpful to reflect on your objections, the instructional strategy, the instructional
materials, and the assessment. By evaluating the learners against the objectives it can be
determined if the lesson was effective and whether any step needs to be modify or re-examined.

Activity
Create a lesson plan following the six steps in a ASSURE model.

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