Differences Between Addie Model and Assure Model

7/27/2019 Differences Between Addie Model and Assure Model

http://slidepdf.com/reader/full/differences-between-addie-model-and-assure-model 1/3

DIFFERENCES BETWEEN ADDIE MODEL AND ASSURE MODEL

ASPECTS ADDIE MODEL ASSURE MODEL

Pioneer Rosset-1987 Heinich, Molanda, Rusell-1989

First created for Military purposes Educational purposes

History Instructional systems development

(ISD) designed for military

interservice training that willadequately train individual to do a

particular job and which can also be

applied to any interservice

curriculum development activity.

It is based on Gagne’s Events of

Instruction. This model is helpful for

designing courses using different kindsof media. It emphasizes on the various

use of media to deliver content

knowledge; not heavily depend on

textbook/activity book only.

Definition A model that acts as guideline for

building effective training and

performance support tools on five

stages.

A model that prepares

educators/teachers to plan, devise and

carry out lesson plan that needs media.

Focus A framework that lists generic

process that used by instructional

designers and training developers.

Specific focus on the teaching planning

in classroom and can be used as a guide

to plan the use of media in teaching.

Stages A-Analysis

D-Design

D-Develop

I-ImplementE-Evaluate

A-Analyse learner

S-State learning objectives

S-Select Media, Methods, and Materials

U-Utilise Media and MaterialsR-Require Learner

E-Evaluate

Type of evaluation Formative and summative

evaluation. Revision (if needed)

Each stage is evaluated formatively.

Formative evaluation- resembles

reflection process which is done by

teachers to evaluate the effectiveness of

the teaching.



Explanation of the

model

A-Analysis

The designer identifies the learning

problem, the goals and objectives,

the audience needs, existing

knowledge. Teachers also consider

the learning environment, anyconstraints, the delivery options and

the timeline of the project.

D-Design

This phase deals with learning

objectives, assessment instrument,

and media selected. The design

phase should be SS. Systematic and

Specific.

D-Development Using the information gathered in

the Analysis and Design phase, the

performance solution is created.

For example, list the activities that

will help the participants learn the

task, select delivery method such as

tapes, hand outs; etc.

I-Implement

The implementation phase develops

procedures for training facilitators

and learners. Training facilitators

cover the course curriculum,

learning outcomes, method of

delivery, and testing procedures.

Materials are delivered to thestudent. After delivery, the

effectiveness of the training

materials is evaluated.

A-Analyze learners

A process of analysing the

learners’ (age, gender, race,

interest) and how familiar

they are with the topic you

will be teaching.

S-State objectives

When designing lesson,

teacher state the learning

outcomes.

Objectives must be

S.M.A.R.T.

Specific, Measurable,

Achievable, Reliable, Time- based.

S- Select media, methods,

and materials

Select available materials,

modify existing materials and

design new materials.

When choosing the media

and materials to help you

teach a lesson, you will first

choose a method for

delivering your instruction

U-Utilize Media and

Materials

The lesson is actually taught

and the media and materials

get implemented. Teacher

needs to test the materials

before implement the

materials in the classroom.

R-Require Learners

Maximize the involvement of

learners in the T&L process.

Active participation during

lesson enhances the

understanding of student.



E-Evaluate

Measure whether the goals have

been achieved. Review and evaluate

each phase (analyse, develop,

implement).Revise or modify the

lesson when necessary and make it better.

E-EvaluationBefore, during and after

instruction. The evaluation is

done at the end.

Technology

complexity

Utilizes effective use of media Utilizes technology, media

and materials.

Typical output Maybe used in classrooms Classroom oriented

(traditionally)

Advantages -Provide a structured guidance for

designing

-Includes rapid prototyping

(continual feedback) which is a way

to improve the generic ADDIE

model.

-Can be easily altered to fit any

learning module.

-Helps plan and develop

instruction for teacher to

design lesson using media.

-Consider students’ learning

styles

-It allows for the possibility

of incorporating out-of-class

resources and technology

into the course materials.

This model will be especially

helpful for instructorsdesigning online courses.

-Is a simple logical model

that is easy to use and

efficient.

-Is a learner centered model.

Disadvantages -Too linear-does not account for

other factors like socials skills and

the environment that they live.

-Does not provide solutions in a

timely or efficient manner.

-Outcome is heavily

depending on the teachers’

effort.

-Does not have a visual

representation or diagram of

the model.

-Lack the step of analysis

-Limited to what it can be

used for.

Differences Between Addie Model and Assure Model

Documents

Transcript of Differences Between Addie Model and Assure Model