The comparison between the three instructional design models, R. M. Gagne, ASSURE and Dick and Carey design model can be illustrated in the following table below:
| Instructional Model(s) | Area of similarities | Area of differences |
| R. M. Gagne’s Model
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| ASSURE Model |
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| Dick & Carey Model |
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What is Instructional Design?
An instruction is a set of activities that assist learning. These activities usually can be in form of stating ideas that metamorphose to knowledge and gradually that will fill in learners gap on what they are lacking within the confine of the subject understudy. While design means the ability an instructor to create a flow chart, instructional pattern, logical transition sequential trait or system rational consistency that could be used in achieving the specific objectives of a lesson. These specific objectives could be a problem solving technique or construction of a new idea out of demonstrated one by the instructor.
Therefore, combining the two words “Instruction” and “Design” can simply be referred to as a systematic approach or procedure of interpreting doctrines of learning and instruction. These could be in relation to organization of instructional materials and activities.
THE THEORIES BEHIND INSTRUCTIONAL DESIGN MODELS
There are many instructional design theories and models, but all of which solely rely on a set of steps and procedure to come up with an efficient and effective paradigm of achieving a lesson’s specific objectives. Therefore, we will distinguish only three of the different theories and models of Instructional design, which include:
· R. M. Gagne’s Instructional Theory
· ASSURE Model
· Dick & Carey.
THE GAGNE-BRIGGS CONDITIONS FOR LEARNING
The Gagne-Briggs model of instruction is term to be a prescriptive model which describes not only how to create instruction for all domains of learning, but also how to determine the instructional content under the subject-matter. The Gagne-Briggs model has three phases:
· Determination of objectives of an instruction
· Determination of lesson’s sequences and
· Creating external events of learning.
ARRANGEMENT OF THE GAGNE-BRIGGS THEORY PATTERN
| S/NO. | SEQUENTIAL PATTERN | ELEBORATION |
| 1. | Goals and Preconditions | · Verbal Information · Intellectual skills · Cognitive skills · Affective skill: Attitude · Psychomotor skills |
| 2. | Principles | · Different condition are required for different learning out comes · For learning to occur specific condition must be met · The specific operations required for learning differ based on out comes |
| 3. | Condition of learning | · Internal condition: e.g. Previous knowledge of the learner · External condition: e.g. Prescribe instructional methods |
| 4. | Require media | · The media to be used for instructional content delivery |
| 5. | Role of facilitator | · Control the 9 external events of learning and these 9 external events are: i. Gain attention, ii. Inform learner objective, iii. Stimulate prerequisite recall, iv. Present stimulus materials, v. Provide learning guidance, vi. Elicit performance, vii. Provide feedback, iix. Assess performance and ix. Enhance retention and transfer |
| 6. | Assessment method | · The assessment of learning should be based on learners ability to demonstrate high understanding of the conceptual rule |
Example of Gagne-Briggs instructional design model application based on intellectual skills learning.
| S/NO. | Gagne-briggs instructional design model | Application |
| 1. | Gain attention | · Instructor introduce change stimulus |
| 2. | Inform learner objective | · Describe expected performance |
| 3. | Stimulate prerequisite recall | · Recall of supporting concepts & rule |
| 4. | Present stimulus materials | · Present example of rule & concepts |
| 5. | Provide learning guidance | · Instructor should use verbal cues for proper sequence |
| 6. | Elicit performance | · Instructor should check learners application of concepts and rule |
| 7. | Provide feedback | · Confirmation of correctness of information |
| 8. | Assess performance | · Instructor should check whether learners demonstrate application of the conceptual rule |
| 9. | Enhance retention and transfer | · Instructor should provide a variety of review |
ASSURE MODEL
Assure model of instructional design is all about acquisition of skills that are crucial to classroom teaching and learning process. It is worth noting that, there are many strategies for instructional content delivery, but it is important for an instructor to know when to apply a particular strategy for delivering instruction. These strategies could passive or interactive media.
Heinich, et al., (2002) stated that to effectively use media and technologies requires a systematic planning and they suggested that the utilization of the ASSURE model as a guide and include the six major steps in an instructional planning process.
CHARACTERISTICS OF ASSURE MODEL
· It is a way or guidance for planning and delivering instruction
· It is a systematic pedagogical approach to lesson planning
· It is a technique used to assist instructors organize instructional procedures
· It is a way used to help instructors to review the authenticity of the assessment of students learning
THE MEANINGT OF ASSURE MODEL OF INSTRUCTIONAL DESIGN
1. A---- Analyses
2. S---- State objective
3. S---- Select, modify, design methods, media & materials
4. U---- Utilize methods, media & materials
5. R---- Require learners participation
6. E---- Evaluate and revise
| S/NO. | ASSURE MODEL | ELEBORATION |
| 1. | Analyses learners | · Instructors should analyses learner general characteristics · Previous knowledge competencies · Learners require learning styles |
| 2. | State objectives | · Instructor should be mindful of their audience · Learning behavior · Condition for the learning to take place · Degree of accuracy intended learners to exhibit · Example: At the end of the lesson students would be able to: Identify and draw architectural design steps of IIUM rectory building using pencils and ruler with 100% accuracy.
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| 3. | Select, modify, design methods, media & materials | · Instructors should select the best and appropriate methods, material , media, for instructional content delivery |
| 4. | Utilize methods, media & materials | · Preview the materials · Prepare the materials · Prepare the environment · Prepare the learners · Provide learning experience |
| 5. | Require learners participation | · Instructor should encourage active involvement of the learners (collaboratively) and individual involvement in the lesson |
| 6. | Evaluation and revision | · Evaluate student performance · Evaluate media components · Evaluate instructor performance |
DICK AND CAREY DESIGN MODEL
Dick and Carey instructional design model emphasized that instructional development should recognize the following stages in the entire of the development process of instruction. This process will enable effective instructional content delivery, beneficial to the target audience, with special focus to achieving a specific behavioral objective. Dick and Carey outline the following stages for effective instructional design and development.
| S/NO. | DICK AND CAREY DESIGN MODEL | ELEBORATION |
| 1. | Instructional goals | · Instructors should look at the desirability of the instructional goals |
| 2. | Instructional analysis | · Instructors should prepare and determine the skills involve in reaching a goal · It involves task analysis, procedure analysis |
| 3. | Entry behavior & learners characteristics | · Instructors should be curious about prior knowledge of learners that could assist the learning task at hand |
| 4. | Performance objectives | · Instructors should translate the needs and goals into specific and detailed objectives |
| 5. | Criterion reference test items | · Instructors should diagnose individual learners possession of the necessary prerequisites skills requirement for learning new skills · It is also useful in evaluating the instructional system itself (formative and summative evaluation) |
| 6. | Instructional strategy | · Instructors should relate the instructional activities to the accomplishment of the objectives |
| 7. | Instructional materials | · The media of instructional conveyance has to be determined · It could be a selected print or other media · Instructors should improvise in the event that the materials are either out dated or lack relevance |
| 8. | Formative evaluation | · Instructor should evaluate the ongoing teaching and process, for the purpose of either revising, improving or acceptance |
| 9 | Summative evaluation | · It would enable instructors to keep in view the overall picture of the effectiveness of a system as a whole |
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