ASSURE and ARCS Instructional Design Models Presented by

ASSURE and ARCS Instructional Design Models Presented by Cooperative Group 2: Norma Abundez Javier Aguilar Raul Garza Rebecca Mc. Cully Lauren Simpson EDTC 6321 Dr. Pan

Abstract: • There are several benefits and drawbacks associated with each model, and these factors should be considered before choosing a model to implement. For this project, our group will concentrate on the ASSURE and ARCS models. We will highlight the background of each model and describe the general procedures for implementing each process.

Assure Model

ASSURE Model A- Analyze Learners S- State Objectives S- Select Media and Materials U- Utilize Media and Materials R- Require Learner Participation E- Evaluate and Revise

Analyze Learners • Do the learners have the knowledge base required to enter the lesson? • Do learners have the skills to assist them in the lesson? • Are the learners familiar with the technical vocabulary?

State Objectives • What are the necessary requirements for the learning environment? • Are the expectations clear for the learner? • Under which conditions should the expected behaviors be performed? • What is considered proficient for an expected behavior?

Select Media and Materials • In this stage the instructor/presenter determines the teaching utilities, tools, methods or resources available for the development of instruction, achievement and compliance of learning objectives.

Utilize Media and Materials • Learners should focus on the use of resources for the development of their own learning activities.

Require Learner Participation • During this stage specify activities and learning strategies that focus on what the participants have learned. Participants should constantly receive feedback throughout this stage to guide their understanding.

Evaluate and Revise • Purposes of this stage are to focus on the learner, the media used and evaluation of the instructor’s performance. • Finally, any gaps in the media, methods or materials used in the instruction will be identified, along with the level of satisfaction achieved by both the instructor and the learners.

ARCS Model

Abstract • The ARCS model was created by John Fuller in the mid-1980’s and focused primarily on the motivational aspects of the learning environment in which instruction took place. The ARCS model is based on the lack of motivation as the main reason for the lack of productivity.

Abstract • Keller (1999), divided the model into in two parts, the first of which, includes an analysis of motivational needs and selection of motivational tactics based on four areas of motivation which include attention, relevance, confidence, and satisfaction. The second part of the process assists the instructional design team in developing the right motivational tools for the intended learners.

Part 1: Motivational Categories • The first section is broken up in to the four motivational categories which designers must consider when analyzing the motivation of students to become engaged in learning. These four categories can be broken up into 12 subcategories.

Attention • Keller (2000) states that designers must first attract the attention of the learner, which can be done by employing tactics that can range from simple unexpected events to mentally stimulating problems. • Perceptual Arousal - Ex. “What can I do to capture their interest? ” • Inquiry Arousal - Ex. “How can I stimulate an attitude of inquiry? ” • Variability - Ex. “How can I use a variety of tactics to maintain their attention? ”

Relevance • The second component of analyzing the motivation of the learner is to establish the relevance of the material. Keller (2000) stated that the content must have some value (i. e. considering learners’ goals, past interests or learning styles) to the student in order for it to be effective. • Goal Orientation - Ex. “How can I best meet my learner’s needs? ” • Motive Matching - Ex. “How and when can I provide my learners with appropriate, choices, responsibilities and influences? ” • Familiarity - Ex. “How can I tie the instruction to the learners’ experiences? "

Confidence • The next component in the motivational model is confidence, which can be obtained by outlining clear expectations of success. In addition, it is important for learners to attribute their success to their own personal effort or ability instead of luck or lack of challenge (Keller, 2010). • Learning Requirements - Ex. “How can I assist in building a positive expectation for success? ” • Learning Activities - Ex. “How will the learning experience support or enhance the students’ beliefs in their competence? ” • Success Attributions - Ex. “How will the learners clearly know their success is based upon their efforts and abilities?

Satisfaction • This category refers to the learners’ positive feelings about their accomplishments and their learning experiences (Keller, 2000). • Self-Reinforcement - Ex. “How can I provide meaningful opportunities for learners to use their newly acquired knowledge/skills. • Extrinsic Rewards - Ex. “What will provide reinforcement to the learners’ successes? ” • Equity - Ex. “How can I assist the students in anchoring a positive feeling about their accomplishments? ”

Part 2: Design Process • The following is the ten step process as presented by John Keller (2000) for implementing the ARCS model of Instructional Design.

ARCS Design Process Step 1: Obtain Course Information • -Course description and rationale • -Setting and delivery system • -Instructor information Step 2: Obtain Audience Information • -Entry skill levels • -Attitudes toward school or work • -Attitudes toward course

ARCS Design Process Step 3: Analyze Audience • -Motivational profile (Step 1 from above) • -Root causes of deficiency in motivation • -Modifiable influences Step 4: Analyze Existing Materials • -Positive features • -Deficiencies or problems • -Related issues

ARCS Design Process Step 5: List Objectives and Assessments Step 6: List Potential Tactics • -Motivational design goals • -List potential tactics • -Learner behaviors • -Beginning, during, and end • -Confirmation methods • -Throughout

ARCS Design Process Step 7: Select and Design Tactics Step 8: Integrate with Instruction • -Integrated tactics • -Combine designs • -Enhancement tactics • -Points of Inclusion • -Sustaining tactics • -Revisions to be made

ARCS Design Process Step 9: Select and Develop Materials Step 10: Evaluate and Revise • -Select available materials • -Obtain student reactions • -Modify to the situation • -Determine satisfaction level • -Develop new materials • -Revise if necessary

Conclusion and Comparison

Conclusion • The focus of our course this semester has been Dr. Robert Branch’s interpretation of the ADDIE instructional design. Dr. Branch refers to the ADDIE model as an “umbrella” under which many different instructional design strategies share basic components (Branch, 2009, p. 5).

References • Culatta, Richard. (2013). ARCS MODEL. Retrieved from: http: //www. instructionaldesign. org/models/arcs. html • Keller, John M. (1999). Using the ARCS Motivational Process in Computer-Based Instruction and Distance Education. New Directions for Teaching and Learning 78, 3947. Retrieved from: http: //pathfinder. utb. edu: 2080/ehost/pdfviewer? sid=70 c 7 b 2 a 4 -c 064 -4 a 13 a 7 ae-ba 8657 d 3 d 488%40 sessionmgr 15&vid=44&hid=12 • Keller, John. How to integrate learner motivation planning into lesson planning: The ARCS model approach [PDF Document]. Retrieved from: http: //apps. fischlerschool. nova. edu/toolbox/instructionalproducts/itde 8005/weeklys/200 0 -Keller-ARCSLesson. Planning. pdf • Sharkey, J. , & O'Connor, L. (2013). Establishing Twenty-First-Century Information Fluency. Reference & User Services Quarterly, 53(1), 33 -39. Retrieved from: http: //pathfinder. utb. edu: 2080/ehost/pdfviewer? sid=8 f 297522 -294 a-48099 e 06 -dbd 738 a 1 fabf%40 sessionmgr 4&vid=2&hid=11

References • Smaldino, S. (2013). Instructional design - ASSURE Model. Retrieved from http: //www. instructionaldesign. org/models/assure. html • Summerville, J. , & Reid-Griffin, A. (2008). Technology Integration and Instructional Design. Techtrends: Linking Research & Practice To Improve Learning, 52(5), 45 -51. Retrieved from: http: //pathfinder. utb. edu: 2080/ehost/pdfviewer? sid=52 b 9854 a-4 a 5 d-42 c 68 e 8 a-acbd 68 a 09 f 6 f%40 sessionmgr 13&vid=17&hid=11 • The ASSURE Model. (n. d. ). Retrieved from http: //www. ou. edu/class/eipt 3043/assure. html#A