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ASSURE
MODEL
SUMANDO|TATAD|TICMON|UNAT
SUMANDO| TATAD| TICMON| bNAT ”
WHAT ISTHEASSURE
HflAT IS THE ASSURE .
INSTRUCTIONAL
INSTRUíTIgNAL
” :" :" t DESIGN
ESIGN ” ””
MODEL?
M5DEL7 »

The ASSURE model,

The modeì, developed
developed by
by Heinich,
Heinich, Molenda,
Moienda, and
and
Russel
Russeì in
01 in 1993,
1993, is
is an
an instructional
instructionaì design
design guide that
integrates technology and
integrates technoiogy and multimedia
muitimedia to enhance the
enhance the
learning
ìearning environment from aa constructivist perspective
(Lefebvre,
(Lefebvre, 2006).
2006).
 WHAT IS THE ASSURE
INSTRUCTIONAL DESIGN
MODEL?
It is a guide in crafting instructional
flow that can guide the teacher in
integrating appropriate technology and
media into the instructional process.

It also refers to a systematic approach

that the teacher can use when writing
an instructional plan.
e æ -
W Studio
Studio Shodwe
Shodwe V

THE MODEL’S 6 COMPONENTS

STEP 1: ANALYZE LEARNERS
1. Learner as a center of
instructional process .
2. Learner's learning style
01

3. Age level
4. Special needs
5. Cultural Diversity
 STEP
STEP 2: STATE OBJECTIVES
2:”STATE OBJECTIVES
✓
<’ Main
Main instruction
instruction guide that
p will direct
wiii the fiow
direct the flow to reach
reach the
target.
target
✓ -
Known
\\hown as
as learning
iearning outcomes
outcomes
expected
expected of the lesson.
ofthe iesson.
✓
<’ Statement describes what the the
learner would be
learner wouid be able to
abie to
perform
perform as asaa result
resuit of the
of the
instruction.
instruction. -’
 STEP 2: STATE OBJECTIVES
YYou
ou can
can set
set tthe
he objectives
object&es based
based on the SMART
on the SMART method:
metho :
Specific,
Specific, Measurable, Achievable, Relevant,
MeasuraBt, Achievabie, Releęant, and Time-bound. °
and/"Time-bound.

The mark of
The ofaa good set setofof learning
iearning objectives
jectives is conformity to the
i\t*conf6rmity the
ABCDs of weli-sated
ABCDsOf well-stated learning
iearnin objectives.
objec" es. They are as follows:
areasfoilows:
Audience - For
Audien whom is the
For whomi he o objective
jective intended?
Behavior
Beł3,ttvior *—– Wbat
What is the behavior
is the ehavior or performance
performance to be be
demonstrated?
demonstrated?
• Conditions
Conditions –— What are the conditions under
aretheconditions which the°1Śehavior
ùnder wËich the behavior or
er
performance
performance wiİİ will be
be observed?
obse§ved?
Degree –— To
•Mñegree To what degree will the the knowledge or or skill be
be mastered? *
STEP 3: SELECT METHODS, MEDIA
AND MATERIALS
✓ Selecting appropriate way of
delivering the lesson and using
01

the applicable media or

technology can effective make
learners acquire understanding
of lesson or gain the
competence desired.
STEP 4: UTILIZE MEDIA AND
MATERIALS
Teacher decides which part of
the instructional flow will a
particular materials or
technology be employed and
the manner on how it will be
more effective to achieve the
learning outcome.
STEP 4: UTILIZE MEDIA AND
MATERIALS
As with all of the instructional
steps, you must make sure that
your plans contribute towards
producing the objectives that
you have laid down. It’s
important to follow the “five p’s”
process to achieve this:
STEP 4: UTILIZE MEDIA AND MATERIALS
1. PREVIEW THE TECHNOLOGY, This means that it’s important
MEDIA, AND MATERIALS to plan ahead of time just how
you’re going to use them. It’s
good to do a dry run of your
lesson before you actually
teach it. Make sure that the
whole lesson will go smoothly
and seamlessly.
 STEP 4: UTILIZE MEDIA AND MATERIALS
You need
You needtoto gather togethe
together r
2.
2. PREPARE THE TE(FNOLOGY,
PREPARETF£ TECHNOLOGY,
all
aii of the things
of the things that
that you
you wiii
will
MEDIA, AND MATERIALS
MtDIA, AfiD MAItfiIALS need
need to to teach your lesson.
iesson.
They
Th must
must be working
be w,orking
properly.
r periy. For For example,
exampie, ifif you
you
are re making
making aa power-point
p¡¿wer-point
presentation,
presentation, t&n then yo@I
you’ll need
0

• ” ° toto create the text and

create the a4d graphics ,;t
,S .
— ffor
or each
each screen.
screen.
 STEP 4: UTILIZE MEDIA AND MATERIALS
There
There is
is some
some minimal
minimaì
3. PREPARE THE ENVIRONMENT preparation
3.PREPARÍÍ*ÍEjVIR0NMÍ* required to set up the
preparÅtioyrequiredtosetupthe
llearning
earniñ environment.
envir&nmenŽ. SimpleSimpìe
things like
thin ìike making
making sure that you
sure ąhat you
* hhave enough
enough desks desks are
are important.
important.
Also,
so, ifif you
you have
have control
conțroì over
over the
situation,
situation, you you should
shciuid make
gYake sure
sure
0

0 that there
éhattere are
are no
no sources
soürces of
of noise
noise,;t
will disturb
that wiìì disturb źhethe students.
students.
 STEP 4: UTILIZE MEDIA AND MATERIALS
You need to
You to clearly inform the learners as
4. PREPARE
4. THE LEARNERS
PPtPAPt IPt 1t,A$0tP5 toto what the • ”"”.” ”"
the learning
Ie ning objectives are. This
will help tBe
the learners
arners createcrbate aamentai
mental map
map
of
of what they ey need
need to to absorb.
absorb. Then it’sit's
important
por nt toto tell the the students how Row they
•* will be assessed.
assessed. č@u You need
need to to teii
tell them
what their assignments wiii.be,
whaf will be, how
how they
will be if there are tests‘,
be graded, žfthere tests, etc. Also,
you should
yo# sho?fid explain to the°students
the students what
the benefits of learning
thebenefits iearni7g the the material are.
 STEP 4: UTILIZE MEDIA AND MATERIALS
5. PROVIDE THE LEARNING
EXPERIENCE You then actually carry out the lesson.
This is where all of your planning takes
effect. You should be prepared to carry
out the lesson with every prior step of the
process in mind. This will insure your
success as a teacher.
STEP 5: REQUIRE LEARNER
PARTICIPATION
✓ Student engagement is an
important element.
01

✓ The learners have to be

made to understand their role
in taking accountability of their
own learning.
STEP 6: EVALUATE AND REVISE
✓ Assessing learners'
performance can take place
across
üCF phases of lesson.

✓ Evaluation should be
congruent to the learning
outcome of the lesson.
' STEP
SHP 6:
6: EVALUATE AND REVISE
I¥At0AIt Aèè 9t¥ISå,
THE FOLLOWING
THE FOLLO@I(¥IG QUESTIONS ARE USEFUL TO ASK
USEFUL TO ASK DURING THIS
EVALUATION:
EVALUATION:|
1.
1. Did
Did your lesson
lesson meet the learning
meet the arning objectives you
ęłfjectivøs that you
planned?
planned?
2. How
How will you you determine
det min whether the the students reach the
students øeach
objectives?
objeć1sj;;ttes? Is your way
Is your ay ofassessing
assessing the
the students
students inin line with
line with
your learning objectives?
ytȚur objectiveś?,Y
3. Can
Can this lesson be be improved? How? How How are
argyuyou going to
assess the weaknesses in your presentation?
inyour presentgtion? 0

Was your choice of media

4. Was m,edia and
and materials
materialsaa gośd
good one? How
How will
you assess
you the effectiveness
assess the effectiveness of these tools?
of these tools?
 STEP 6: EVALUATE AND REVISE
THE FOLLOWING
THE FOLLOWING QUESTIONS
QUESTIONS ARE USEFUL
USEFUL TOTO ASK DURING
DURING
THIS EVALUATION:
EVALUAVION:
5. Is it possible that other technologies, media, and
otDer,x*technoloğies, and
materials would have done a
yuaterialą better job?
ą&etter
The final step
6. Th,e step in your evaluation
iny;øùr ey&Iuation should
should focus on feedback
on4eedback
your students.
from §gur Was țżteir
stșder\Ys. Waš their experience positive overall?
7. Do they feel that the$
7żDo they have reached your objectives
z¿bjectives and
and
their own
own personal objectives? , ‹
8. How you determine
How will you whether or
determineœhether of not your performance
notyour perfoAancey
W was effective? ° .
 HOW YOU CAN APPLY ASSURE TO LEARNING
11 2 3
Use your preferred LMS Then, you can leverage
to state thethe objectives
ogje ves your LMS §o
youy*LMS to collect user
Analyze learners to Oof the lessons,
f the lesson, andand data from learner
design
desigry lessons that
lessons •that deliver the
the chosen
chosen participation,
participation, log-in
log-in
fit their needs
eeds and
and multimedia
mul edi and nd support
support information,
information, time spent spent
preferences.
preferences. , resources
re ource like e videos, on the
the platform, etc. In
interactive
interacti e quizzes, addition
addition, to thethe online
discussion forums, or
discussion forums,, or assessments
assessments and nd feedback
even
even Virtual
,VirtuaJ and
and s your learners.
from yęur This
learners. Tńis,
Augmented
Augmepted Reality will allow you
wițl you to evaluate
evaluat@
(VR/AR) activities. the process holistically.
the h6listically.
W Studio
Studio Shodwe
Shodwe V

THE BENEFITS OF ASSURE

 FOCUS ON LEARNERS
The ASSURE model provides a
systematic approach to design a lessons.
This means to ensures that the
instructional
insFUCti materials focus on
achieving specific learning outcomes
and
and the learners are actively engaged in
the learning process. Also, learners
always know what they’re expected to
learn and how.
 VARIED
INSTRUCTIONAL
METHODS
The model
The model encourages
encourage the use se of
ofaa variety of
of instructional
inst&ctionai
methods. Technology and
methods.1Techaoio@y d media
media offer virtually endless
offev virtualiy endiess
options
options to choose
01
choose from. This optimizes
optimizes the learning
iearoing process,
process,
making
making itit more
more individualized
individuaiized and
and relevant. This fr@e
réievant.This freedomo of
choice allows
aliows designers tj;/
to create lessons
iessons catering to different /
cateri/ég to
•
learning needs
Joarning needs and
and preferences.
preferences. • O •
' IMPORTANCE
IM&fiTAN(t OF
0f
EVALUATION
By emphasizing evaluation and
revision, the model gives you the
opportunity
opp&tunity
01 to constantly improve
te impr ve
and
and update
upte your your content.
coent. Input¿put
from
from learners,
IeaFners, ° asas well
v«y$f as
as
assessments,
assessments, help
help designers
designers create
create
experiences
experiences that stick
learner
Iearner performance
stick and
andf monitor
performance as they
monitor 4
progress.
$+ogress. °
 rxncx
Mayer’s 12 Principles
ime
of Multimedia
Learning
Urquiza|Ybañez|Ytac|Pantaleon
 time
What is Multimedia
Learning?
Multimedia learning is a form of digital
instruction that uses two modalities at the
same time. Modalities are visual elements (like
images, animations, text, and videos) and
audio (music, voiceover). These principles,
grounded in cognitive research, focus on
optimizing the design of educational
multimedia materials for effective learning.
 About the Author
✓
J Richard E. Mayer is a a distinguished
distinguished Professor of
Psychology atat the University of California,
California, Santa Barbara.
His research
research interests are
are in applying the science of learning
Iearning
to education,
education, with current projects on on multimedia learning,
Iearning,
computer-supported learning,
Iearning, and
and computer games for for
learning.
Iearning. His
His research is at the intersection
at the intersection of cognition,
cognition,
instruction,
instruction, and with a focus on
and technology, witha on how
how to help
people learn in ways so they can transfer what they have \
Richard E. Mayer
E.Mayer
learned to new
new situations.
situations.
✓
J Researcher
Researcher Richard
Richard Mayer wrote a book
Mayer wrotea book called
caiied Multimedia
Muitimedia Learning
Learning
where he explains his research on on how
how best to structure content to
maximize
maximize learner
iearner comprehension.
comprehension.
 Mayer's multimedia
Mayer’s mu1t1med1a 1earnżnp pr1ncżp1es
learning principles
are based on three assumptions:
assumpt1ons:
✓
/ Dual-channel
Dual-channel assumption: According to Mayer, people have
two separate channels for
two for processing
processing auditory and
and visual
information.
✓
J Limited-capacity assumption: The The theory recognizes that
individuals have
haveaa limited
limited ability to
to absorb information
information at any
any one
one
time.
✓
J Active-processing assumption: TheThe multimedia
multimedia learning
Iearning theory
suggests that people should bebe actively engaged in the
the learning
Iearning
process rather than passive receivers of information.
information.
,/ ..%
’.”"‹/ / ”‘
.. ..,
* y. t. '. ., a, .. ” “ -y
 12
PRINCIPLES
1.1. TheThe Coherence Principle
Pr1nc1p1e
How to use the
Coherence Principle:

✓ Only include graphics,

text or narratives if they
are on point and support
the learning goals.
✓ Avoid using background
music.
✓ Use simple diagrams
and infographics.
2. The Signaling Principle

How to use the Signaling

Principle:

✓ Emphasize key points

with arrows, callouts,
highlights or bold text.
 S.
3. The Pr1nc1p1e
The Redundancy Principle
How to use the Redundancy
Principle:

✓ Use either graphics or text to

complement spoken
presentations. Never use both
at the same time.
✓ Minimize the use of on-
screen text in narrated
presentations. Instead, focus
on images or graphics
4. SPATIALC ONTZMUZTV
SPATIAL CONTIGUITY
How to use the Spatial
Contiguity Principle:

✓ Keep text and visuals close

to each other in the frame.
✓ Place any feedback next to
the relevant questions or
answers.
✓ Ensure directions are
presented on the same screen
as an activity
 5. TheTTemporal
O. The emporal Gontžgužty Principle
Contiguity Pržncżple

How to use the Temporal

Contiguity Principle:

✓ Ensure voiceovers are

timed with visuals or
animations.

✓ Place related text and

pictures on the same screen.
ïŽÑŒ17.Ä¥šĞ-¥šF1źÉtFÏËłî7*A*.ÉJ•û•ÜŠTŸMźśŽŒź^žžś1WJŸ.É6Śï7:11*Aśf
ilfišäiû%iF •ãì:üW4%•.ã:T:£UZ:ûK•YüIüŒHül4iùU•ż'U
6. The
6. The Sepment1np Pr1nc1p1e
Segmenting Principle

How to use the Segmenting

Principle:

✓ Organize content in manageable,

coherent bite-sized chunks.
✓ Ensure no one lesson, module, or
slide has too much information
packed in
✓ Allow users to control the pace of
instruction with next buttons or
speed controls.
 7. The Pre-Tra1n1ng Principle
The Pre-Training Pr1nc1p1e
How to use the Pre-Training
Principle:

✓ Develop an introductory
module to explain key concepts
before starting the main
program.
✓ Consider preparing a cheat
sheet of terms and definitions to
accompany the course.
✓ Ensure students know how to
use any tools needed to
complete tasks within the course.
8.
8. The Moda11ty Principle
The Modality Pr1nc1p1e
How to use the Modality
Principle:

✓ Try to limit your use of

text. Instead, rely on visuals,
images and voice overs.
✓ During a narrated
presentation with visuals,
only use text to list steps or
provide directions.
 9. The Mu1ż1med1a
The Multimedia Pr1nc1p1e
Principle

How to use the Multimedia

Principle:
✓ Use a mix of text and
images.
✓ Incorporate visuals to
illustrate key points in the
eLearning program.
✓ Instead of using images for
the sake of it, double-check
that the visuals clarify
meaning or enhance
comprehension.
Phase1
10. The Persona11eat1on Principle
The Personalization Pr1nc1p1e

How to use the

Personalization Principle:

✓ Use accessible, everyday

language in your content.
✓Consider the
demographics of your target
audience and tailor your
language accordingly.
 fl1.
11. The
The Vo1ce Pr1nc1p1e
Voice Principle

How to use the Voice Principle:

✓ Narrate your own audio

content or use a voiceover
professional.
✓ If doing it yourself, ensure
you have a high-quality
microphone and use audio
editing software.
12.The Pr1nc1p1e
12. The Image Principle
How to use the Image
Principle:

✓ Consider using talking head

videos initially to develop
connections and build trust
only.
✓ After that, select relevant
and meaningful images that
align with the instructional
content.
Mu1t1med1a
Multimedia Learn1ng
Learning
and its
and 1tsImportance
Importance
1n Education
in Educat1on
Increased learner engagement

Improved retention and

comprehension

Adaptability to diverse learning styles

 Mu1t1med1a
How Multimedia
How
Des1gn Principles
Design Pr1nc1p1es Help
Learn1ng
Enhance Learning
Reducing cognitive load
Optimizing information processing
Enhancing learner engagement
Accommodating diverse learning styles
 How Mayer’s
How Mayer's Principles
Pr1nc1p1es
can be
can be App11ed
Applied to Var1ous
Various
Mu1t1med1a Formats
Multimedia
E-learning and online courses
Videos and animations
Interactive presentations and software
Educational games
 Pract1ces For
Best Practices for App1y1ng
Applying
Mu1t1med1a
Multimedia Pr1nc1p1es in
Principles 1n
D1£6erent Learning
Different Learn1ng Contexts
 aud1ence:
Understand your audience:

Consider the learners’

iearners' age, background,
background, and
and
prior
prior knowledge
knowiedge when designing
designing multimedia
muitimedia
materials. will help
materiais. This wiii you taiior
heip you tailor the
the
content to their needs and and preferences,
preferences,
ensuring aa more engaging and and effective
learning
iearning experience.
experience.
Ba1ance interactivity
Balance 1nterac11v11y and
and
copn111ve 1oad.
cognitive load:

While interactive
interactive elements can enhance
engagement,
engagement, they can also increase
cognitive load if not
not used judiciously. Strive
to create aa balance between interactivity
to
"* and
and cognitive demand, ensuring that
” learners
Iearners can
can effectively process and
and retain
the information
the information presented.
 Zžeraże and
Iterate and refine:
ref1ne:

Continuously
Continuousiy evaluate
evaiuate the effectiveness of ”“
your multimedia
muitimedia materials
materiais andand make
adjustments based on
on learner
iearner feedback and
and
performance data. This iterative process wiii
will
help you fine-tune your designs and
heip you and better
meet theneeds
the needs of your audience.
ofyour
Stay current w1th
with research:

As our
our understanding
understanding of of multimedia
muitimedia
learning
iearning and
and cognitive processes evolves,
evoives, so
so
too should
too shouid your approach
approach to designing
designing
multimedia
muitimedia materials.
materiais. Stay
up-to-date with the latest
iatest research and
and best
practices to ensure that your designs remain
effective and
and engaging.
Thank You!