assure learning model

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ASSURE Learning Model Lesson 2

Abstract

The ASSURE Learning Model represents a manner of planning for student learning that will

assure success. ASSURE is an acronym that stands for Analyze Learners, State Objectives,Select Methods, Media And Materials, Utilize media and materials, Require Learner

Participation, Evaluate and Revise. Planning learning sessions around the ASSURE LearningModel will ensure effective and valuable learning for participants. The ASSURE LearningModel can be used for students at any grade level, including adults in professional development

situations. This document reviews the ASSURE Learning Model as the representation for an

actual professional development session designed for the Ottawa Area Intermediate School

District by Anne Thorp for the state of Michigan. The session is intended to prepareprofessionals in the field of education from Michigan to effectively plan and lead professional

development sessions via video conferencing technologies. The session will take place February

24 from 9 12 a.m. EST and will be connected with six other sites, including Mi Streamnet so itis streamed live and will be archived. Subsequent sessions will be held around the state at later

dates. The ASSURE Learning Model has been a valuable tool in planning for the effective

delivery of this program.


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ASSURE LEARNING MODEL LESSON

Background

The ASSURE Learning Model represents a manner of planning for student learning that

will assure success. ASSURE is an acronym that stands for Analyze Learners, State Objectives,

Select Methods, Media And Materials, Utilize media and materials, Require Learner

Participation, Evaluate and Revise. Planning learning sessions around the ASSURE Learning

Model will ensure effective and valuable learning for participants. The ASSURE Learning

Model can be used for students at any grade level, including adults in professional development

situations. The ASSURE Learning Model was used as the representation for a professional

development session designed in partnership with the Ottawa Area Intermediate School District

by Anne Thorp and the state of Michigan. The session, entitled, Quality Videoconference

Facilitation, is projected to prepare professionals in the field of education to effectively plan and

lead professional development sessions via video conferencing technologies. The session is

scheduled to take place February 24 from 9 12 a.m. EST and will be connected with six

additional sites, including Mi Streamnet so it is streamed live and then will be archived.

Subsequent sessions will be held around the state at later dates through the Michigan Regional

Education Media Centers. The ASSURE Learning Model has been a valuable tool in planning

for the effective delivery of this program.

Analyze Learners

Effective planning of any professional development begins with the intended outcomes

for participants. Understanding learners is key to preparing a successful session beginning with

the knowledge of their general characteristics. For example, in this case the general makeup of

participants is they

Currently facilitate videoconference professional development sessions


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Have plans to use videoconferencing in 2006 to lead professional development sessions

Have access to videoconferencing facilities to host professional development sessions

Are currently in a job or position where the use of videoconferencing as a professional

development tool will be implemented

In order to effectively plan for the success of the participants attending, it is significant to include

a synopsis of entry-level proficiencies so participants will have an understanding of what is

expected of them as the session begins. Included in the prerequisite list should be skills the

participants should already possess and understand, the intended outcomes they will leave the

session capable of, and the attitude they need to bring to the session. For example, the Quality

Videoconference Facilitation requisites include having a basic understanding of

videoconferencing methods and purposes, not necessarily, how to utilize the processes and

equipment effectively yet. The target skills include being able to successfully plan for and hold a

professional learning session via videoconferencing. The motivation for attendance is for

participants to leave the session having successfully planned and held a mini lesson via the

technologies available with a positive attitude toward learning and participation.

Additionally, understanding learners includes having an idea of their learning styles,

motivation for attending, and the goals they may have in mind. Once the planning team

understands potential participants and learners, the planning may progress to the next element of

the ASSURE Model which is that of Stating Objectives.

Stating Objectives

Stating the objectives of the session allows participants to understand ahead of time the

purpose of the session. This element serves several purposes such as granting participants the

opportunity to know what lies ahead, or the intended outcome. It also serves as a guide for the

session designers and presenters so the outcomes are met for participants.


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Included in the objective statement should be the audience for whom the session is

appropriate. Additionally, the statement should include behaviors to be demonstrated by the

participants during the session as well as what they will be able to once they leave the session.

The conditions under which the participants will be observed as well as the degree to which the

new skill must be mastered should be part of the outcome statement.

The objective of the Quality Videoconference Facilitation session is for participants to

leave able to enhance the quality and impact of professional learning opportunities that are

offered in a videoconference format. The audience is anyone in education who will have, or

already has the means to lead professional development via distance using compressed video

equipment, and who would like to learn to effectively provide learning opportunities.

Participants will engage in collaborative, active and constructivist learning with participants at

their own site as well as participants at the remote sites. Participants will leave the session with a

sound understanding, practical experience, contacts for further assistance, resources and

materials to assist them as they move into the use of distance learning as a professional

development delivery method.

The objective statement then leads the session designers and presenters to select delivery

methods, materials needed, and the media that will be utilized during the session. The next

element of the ASSURE Learning Model is selection.

Selection

Methods

Selecting the method of delivery is key in any presentation; however keeping in mind the

method of the physical delivery is significant when planning a nontraditional delivery such as via

videoconferencing. As the design team worked on the planning for the session, first in our minds

was the fact that this delivery will not take place in a face-to-face format for most of our


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participants. For this session, we must keep in mind that as the presenters we will not only lead

the group to understand effective videoconference delivery, we will be modeling effective

practice every minute of the connection. Therefore, planning around the modeling of effective

practice as an element of the delivery method is imperative.

Our preparation in looking at methods includes starting from scratch especially when

planning a nontraditional delivery. Included in a planning such as this must be the fact that there

are different types of equipment that can be utilized for the delivery and we must address

methods for learning the equipment as well as steps for gaining tech support along the way. The

methods section of delivery includes

Preparation for the session

o Planning details

o Rehearsal of the session

o Room setup for each site

o

Facilitator

Far sites

Securing

Preparing

Presentation of the session

o Delivery

Methods

Equipment

o Voice needed to effectively reach all participants

o The anxiety level of

Participants


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Presenters

o Eye contact with all participants, not just those at the near site location

o The use of body language as part of the delivery

o Incorporating significant visual representations as needed

Burmark (2002) states on page 10, visual aids have been found to

improve learning by 400 percent?

Materials

Material selection is an element that cannot be left out of effective planning. The planners

need to be sure to select materials that will effectively reach participants enhancing their learning

experience as well as be used for modeling effective delivery. The materials that need to be at

each location for the Quality Videoconference Facilitation session include

Name tags for each

o Participant

o

Facilitator

o Presenter

Dark markers

Light blue 8.5 X 11 paper

Pens

Note taking paper

Various flavors of Tootsie Pops one per participant

Document camera if possible

4 X 5 note cards


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At the lead site, there must also be a computer with Internet that will be used as part of the

delivery. Additionally, whenever one is planning for an alternative delivery, there must always

be a back up plan in the event that the technology fails for one or all sites.

Media

The media selected needs to be carefully considered in any planning, however, in

nontraditional delivery plans, it is even more significant due to the fact that partially it is the

media selected that will drive planning and participant learning. This session is being planned

around the use of the distance learning media, therefore a CODEC, a piece of technology

equipment for compressing and decompressing data, is absolutely essential. My site is the host

site as well as the bridge for the connection. We are able to connect either through IP (Internet

Protocol) or ISDN (Integrated Services Digital Network) and that is significant information for

the remote sites to be aware of as well as to plan around. Through the CODEC we will be able to

share audio, video, Internet and still images. We are fortunate in that this session will be

streamed live and then archived for future reference. Additionally, incorporated into the session

will be projected still images as well as computer presentations. The media necessary for the

successful transmission of these elements is key to have on hand and in good working order.

Once the planning for the above elements has taken place, the planning for effective utilization

must take place.

Utilize

We have our media, we have our materials, now what? We have a great plan for the

incorporation of these elements, but how will we use them as an effective delivery tool? The

utilization element of planning is just as significant as all other elements. Utilization in this case

of nontraditional delivery and participation must be reviewed, rehearsed, and revised as the

planning progresses. The utilization of all planned elements must be designed to effectively


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model this method of nontraditional delivery. Effective learning is not a passive activity;

participants must be active learners and practice the skill throughout the training in addition to

the modeling that is taking place.

Require Learner Participation

Learner participation in any learning environment is a key element of success. In face to

face delivery methods, learner participation may come more easily than when participants are

spread out statewide. Planning participatory activities throughout the session is a significant

factor in the learning and application on the part of the learners. The Quality Videoconference

Facilitation session has several involved activities for each learner, both individually and in

collaborative groups. Additionally, each participant will deliver a mini lesson to participants at

all connections. The activities planned include

Brainstorming the worst connection ever participated and the best connection

Round robin introductions that include the above experiences

Lollipops will be used to determine collaborative partners

o Teams will become scientists who discover a nontraditional use of the lollipop

o Teams will work together to create a short presentation introducing their use

Requirements for the presentation will be assigned by site

Interactivity

Use of the document camera

Group reporting

Question and answer sessions will take place every 30 minutes or so to minimize

interruptions


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Learner participation is a key element in successful understanding and the ability to apply the

new learning. Finally, evaluating and revising the plan is significant to successful delivery and

learner application.

Evaluate and Revise

Evaluation of the planning can take place in a number of methods. In this case each time

we rehearsed our session, we made revisions that will better impact the learning of our

participants. Additionally, the plan was reviewed with the professional who made the design

request and created the partnership with Ottawa Area Intermediate School District.

Participants will evaluate the session via an Internet link to Zoomerang after the session

has concluded. This evaluation will lead to design and delivery revisions as needed. Taking into

account the experiences and learning of the participants is crucial to continued effective delivery

and participant learning. While this statewide presentation through the Michigan Department of

Education is going to be completed once, there will be other opportunities through the states

Regional Education Media Centers (REMC) Associations. Revising the session based on learner

input will assist in creating a program that can be ongoing and effective.

Taking it One Step Further

Not included in the ASSURE Learning Model, but essential to ongoing learning and

revision is post contact with participants when possible. A week or so after the conclusion of the

session, I follow up with each participant to determine further needs or requests, and follow

through with them. Additionally, a website is being created for the participants to refer to as they

move from learner to active presenter.


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Conclusion

Heinich, Molenda, Russell, Smaldino (2002) state, All effective instruction require

careful planning (p.54). Incorporating the ASSURE Learning Model into the planning and

delivery of instruction will ascertain successful delivery as well as learner outcomes.


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References

Burmark, L. (2002). Visual Literacy. Alexandria: Association for Supervision and Curriculum

Development.

Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (2002). Instructional Media andTechnologies for Learning (7th ed.). New Jersey: Merrill Prentice Hall.


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Anne Thorp is an Instructional Technologist at the Ottawa Area Intermediate School District in

Holland, MI. Prior to joining the OAISD, Anne was a classroom teacher and Technology

Integration Mentor in Houston, TX for 20 years. She has her MBA in Technology Management

from University of Phoenix Online, and is in the process of completing her dissertation for her

Ph.D. in Education Technology Management at Northcentral University.

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