EDIT 5370 Foundations of Distance Education

Brian A. Morris

Instructional Design
Part I: ID (Instructional Design) Models
This part of my assignment will compare and contrast two instructional design models that are or can be
used in any online education or distance education program. This assignment will discuss the strengths
and weaknesses of each model and also the similarities and differences of each model as well as my
personal opinion and reaction.
The first instructional design model I want to discuss is one that is called ASSURE. It is basically an
acronym for analyzing learners, stating the objectives, selecting media and materials, utilizing media and
materials, requiring learner participation, and evaluating. By using these six steps anyone can effectively
incorporate technology, media, or even new material into a lesson and thus improve student learning. This
model came about because of Gagnes Nine Events of Instruction. The people responsible for its
development was Sharon Smaldino, Robert Heinich, Michael Molenda, and James Russell. The figure
below shows the steps which I have also listed in this document.

Figure 1.0: ASSURE

Model Steps in Order

The next instructional design model this paper will discuss is Robert Gagnes Nine-Step process which is
known as the Nine Events of Instruction. This model addresses the conditions of learning rather than
explaining the process of which learning would occur. The Nine Events of Instruction are the foundation
for the ASSURE model. The Nine Events of Instruction is listed below in Figure 2.0.

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Figure 2.0:
Nine Events

Robert Gagnes
of Instruction

As you can see the Nine Events of Instruction seem very similar to the ASSURE model and thats by
design. Its because again, the ASSURE model uses ideals from Gagnes Nine Events. With that being
said in Table 1.0 which is below I will compare and summarize the ASSURE model steps to the Nine
Events of Instruction steps and show how ASSURE has taken the best part of the Nine Events and
basically made it into simpler by design steps so anyone can understand. The reason that I believe would
fit this reasoning behind streamlining the process is because Willis (1994) stated, to be effective, it is
necessary to understand the learners in the target audience. This is exactly what the ASSURE and Nine
Events Models do.

Robert Gagnes Nine Events of Instruction

1. Gaining Attention
Give the learner something to do, give them
something to interact with such as an activity or
something that stimulates them.
2. Informing the Learner of the Objective
Give the learner objectives that will be learned by
the end of the lesson.

3. Stimulating Recall of Prior Knowledge

Give the learner some questions that recalls prior
knowledge. A good example of this would be
rules and regulations in the classroom or learned
concepts.

ASSURE Model
1. Analyze Learners
You have to identify characteristics of the
learner such as skills, knowledge, attitudes
about the subject, and learning styles.
2. State Objectives
Make sure to be as specific as possible when
stating the objectives. What do you want the
students to know and what will they have
learned by the end of the lesson? This
specific model uses the ABCD method
which means Audience, Behavior,
Conditions and Degree. This helps create
specific objectives.
3. Select Media and Materials
By using the learners knowledge, attitudes,
and skills connect them with the objectives
by using different medias, materials, and
instructional strategies.

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4. Presenting Information
Present information to the learner using a
selected media and method in regards to the
content area that you teach.
5. Providing Guidance
Give the learner guidance to enhance their
learning. A good example of this is to elaborate
on something you have covered in class or
reinforce concepts to further learning.

6. Eliciting Performance
Give the learner some practice activities. With
this they can demonstrate learning. A good
example of this is using homework but going
over it by using the next step. Providing
Feedback.
7. Providing Feedback
Give the learner feedback on how they are doing
on their activities and assessments.
8. Assessing Performance
Give the learner a test (formal assessment) of
their performance. By doing this you are testing
if the objectives have been met and you are also
seeing what they have learned.
9.Enhancing Retention and Transfer
Give the learner additional resources so that they
can enhance their knowledge by enhancing
retention and also by allowing the transfer of
knowledge from themselves to other learners.

4. Utilize Media and Materials

Come up with a plan to show how
technology, media, and materials will be
implemented into the overall instructional
strategies.
5. Require Learner Participation
Make learners have required activities that
allow them to practice new skills and this
way they can receive feedback from the
instructor prior to taking a test (formal
assessment).
6. Evaluate and Revise
Evaluate the overall effectiveness of the
instructors objectives and the overall impact
on student learning. If theres any issues
with either revise them to address the issues.

Table 1.0: Explanation between ASSURE and Robert Gagnes Nine Events of Instruction
While it seems that the ASSURE Model is similar to Gagnes Nine Events. Theres also key differences
because in the ASSURE model the focus is on the lessons, units, and modules. Whereas Gagnes Nine
Events, is geared more towards everything. Not just the lesson, units, and modules, but also the course the
institution, and the curriculum. Also Gagnes Nine Events can be used for Business and Government
training whereas ASSURE stays only in the K-12 and High Education uses. This also leads to the
strengths and weaknesses of both models. Some pros of ASSURE is the fact that its easy to follow, its
learner centered, it has a step by step guide for procedures, it uses the ABCD formula and it also allows
for planning and delivery of content using technology and also media. Some of the cons though is the fact
it could be time consuming if you are doing multiple lessons also, theres more of a minute focus on the
overall lesson or module. Where the pros of Gagnes Nine Events are a little similar to ASSURE they also
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stand out because it covers the entire learning process from the beginning of design to the assessment to
even revision. It as well as ASSURE is learner centered and it is also easy to follow due to its linear
nature in terms for different learning aspects and strategies. Another difference between ASSURE and
Gagnes Nine Events which is also a pro, is the fact that objectives are performance based. While it is
more comprehensive than ASSURE it also has issues in regards to being too linear and not allowing
instructors to be creative and it also has issues in terms of the number of steps required to complete a
lesson plan.
My Personal Opinion and Reaction
Personally I like the ASSURE model because it is easier to follow. It has all of the features from the Nine
Events of Instruction but its more well-defined in an aspect. But it also allows for more creativity and
ability to add more instructional materials and tools to use in the class room. The biggest thing for me is
the fact that ASSURE is geared towards the overall planning and delivery of lessons and materials by use
of technology and other media. This for me is what makes it acceptable and the best one to use for
distance learning or online education programs because again it is very learner centered and based. I mean
in the very first step you have to figure out the characteristics of the learner and that to me shows that the
instructor cares and it helps put an emphasis on learner participation as well. Just like in the book it
states, The instructor should focus on selecting instructional strategies that engage all learners in active
learning. (p.135) However there isnt one specific ideal that fits online education or distance learning
and that shown by, Perhaps the first of the first principle is the recognition that distance education is a
system, and that the creation of successful courses and the program in which they are a part requires a
systems approach. (Hirumi, 2005)

References
ASSURE Model of Instructional Development. (n.d.). Retrieved October 30, 2015, from
http://imageck.com/46657738-assure-model-of-instructional-development.html
Hirumi, A. (2005). In search of quality: An Analysis of E-Learning Guidelines and
Specifications. The Quarterly Review of Distance Education, 6(4), 309-329.
Part 3: Instructional Design Models for
Simonson, M., Smaldino, S., & Zvacek, S. (2015). Instructional Design for Distance Education.
In Teaching and Learning at a Distance: Foundations of Distance Education (Sixth ed., pp. 126165). Charlotte, North Carolina: Information Age Publishing.
Willis, B. (1994). Distance Education: Strategies and Tools. Englewood Cliffs, NJ: Educational
Technology Publications.

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Part II: Course Outline

Title: Video Game History An Outline from the Beginning to the End
A. Getting Started Where Did Video Games Come From
B. 1st and 2nd Generation
i. Consoles
1. 1965-1975
2. 1977-1982
ii. Video Games
1. 1965-1975
2. 1977-1982
iii. Publishers
1. 1965-1975
2. 1977-1982
C. 3rd and 4th Generation
D. 5th and 6th Generation
E. 7th and 8th Generation
F. Whats Next for Video Games, (The Future)

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Part III: Course Activities

A. Students will complete multiple choice and true/false questions relating to video game consoles, the
actual video games, and some of the publishers over the years from 1965 to present day.
B. Students will use Skype and Voice Thread to collaborate with their partners who were selected at
random by the instructor to create a video game timeline that highlights the popular consoles and games
during the years of 1965 to present day.
C. Provide a link and videos to the students for them to see the guidelines and how the timeline should
look when it is completed.
D. Using Skype or Google Hangouts the students will meet with the instructor online halfway through the
project for feedback and ideas to better the timeline.
E. Students will complete an essay over the following topic: Have Video Games changed the landscape of
American Culture? They will turn it in to their online classroom. They will also send a copy to their
partners so they can receive peer feedback and then submit the final copy to their instructor.
F. Each student will create their own individual presentation using PowerPoint or Prezi over the
summarization of the content by answering the following questions, what consoles were popular during
the 1st, 2nd, 3rd, 4th,5th, 6th, 7th, and 8th generations? Why were they popular? What games were available for
them? What is the most sold video game and console? Why do you believe that particular console of
whichever generation you choose was the most popular?

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