The ASSURE Model

In the 21^st century classroom, students anticipate varied learning experiences and are more engaged when multiple technologies are introduced into the learning process. Traditional instructional techniques are still warranted in some cases – lectures offer a powerful forum for learning and are more conducive to certain learning contexts than others. Time is frequently one of the more critical issues that teachers face when contemplating integration of a technology and with so many options and pedagogical considerations, the task often appears too daunting and complex. These perceived insurmountable obstacles makes returning to older, more comfortable methods of instruction tempting for many teachers and therefore, a more structured approach to technology implementation can be useful.

The ASSURE model (Heinich, Molenda, Russell, & Smaldino, 1999) is a student-centered approach designed to guide teachers through this multi-faceted process and provide a roadmap for the effective integration of technology into the classroom. The model consists of a six-step process: 1. Analyze learners, 2. State standards, and objectives; 3. Select strategies, technology, media, and materials; 4. Utilize technology, media and materials; 5. Require learner participation; and 6. Evaluate and revise. Through these six steps, the model demonstrates how to select, use, and evaluate technology and instructional resources as important parts of a systematic instructional design process (Daesang & Downey, 2016).  

The framework summons teachers to initially assess the learning styles of individual students, which directs the path towards designing learning activities that will be more conducive to learning. Teachers are encouraged to allocate objectives for learning, so that outcomes can be adequately addressed through the content and chosen technology. Selecting an appropriate technology will depend on the aforementioned factors, taking into consideration the outcomes of the initial assessments and corresponding student profiles alongside the learning goals identified in the second step. Following the selection of the technology is the incorporation of that technology; will it enhance what is to be learned and how will the technology be introduced? For example, will the teacher be utilizing an application and an accompanying activity that the entire class will be participating in simultaneously or, will students be working with an application in small groups? Upon completion of the learning activity, teachers should assess if the technology selected was effective and the learning outcomes were met.

A study conducted by Daesang, & Downey, 2016, measured the effectiveness of the ASSURE model for K-12 teachers and determined that it is a practical, easy-to-implement approach that teachers found useful and flexible.  The study further documented that the ASSURE model helped teachers to guide, plan, and develop lessons systematically and symmetrically to effectively integrate the appropriate instructional strategies, technology and media for learning (Daesang, & Downey, 2016).

Please view the following video for more information.

References

Bahar, B. (2010). Experiences from the process of designing lessons with interactive whiteboard: ASSURE as a road map. Contemporary Educational Technology, 1(4), 367-380.

Daesang, K., Downey, S. (2016). Examining the use of the ASSURE model by K–12 teachers. Interdisciplinary Journal of Practice, Theory, and Applied Research, 33(3), 153-168.

Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. (1999). Instructional media and technologies for learning (6th ed.). Englewood Cliffs, NJ: Merrill/Prentice Hall.

Karakis, H., Karamete, A., Okęu, A. (2016). The effects of computer-assisted teaching materials, designed according to the ASSURE instructional design and the ARCS model of motivation, on students’ achievement levels in a mathematics lesson and their resulting attitudes. European Journal of Contemporary Education, 15(1), 105-113.

Weidmer, B. (2015, June 11). The ASSURE Model. [Video File]. Retrieved from https://www.youtube.com/watch?v=0sUyxjyNoUI&t=15s

Getting Official! eBook Publication Update

We're now "officially" going to be a publication! I've arranged for Power Learning Solutions to be registered with Library and Archives Canada, and have gotten my account set up to issue ISBN numbers for official publications.

Technology and the Curriculum: Summer 2018 is now officially registered with Library and Archives Canada under the ISBN 978-1-9993825-0-6.

Our anticipated official publication date is July 9, 2018 -- the last full day of the course!

Rob

Increasing Technology Integration in Teaching and the Curriculum

What are the challenges that we face as technology integration specialists in our teaching and learning contexts? And, what tips or advice do you have for overcoming some of those hurdles? Those are questions that I just posed to graduate education students participating in my Spring/Summer 2018 section of EDUC5303G: Technology and the Curriculum.

Read my full post at:

Increasing Technology Integration in Teaching and the Curriculum | Power Learning Solutions

Rob

Accessibility in Online Teaching and Learning

Cross-posting here, as this will be of interest to EDUC5303G participants, and followers of the Technology and the Curriculum blog:

Accessibility in Online Teaching and Learning | Power Learning Solutions

Rob

Keeping up with change and the Lack of Support from Leadership Teams

Constant change and new demands continue to pressure societies, organizations, and individuals to do whatever is necessary to survive (Piderit, 2000). Toronto Public Service (TPS) leaders face numerous changes: new strategic business directions, limited fiscal resources, a dynamic, diverse and changing workforce and increased responsibility and authorities (Inside Toronto, 2018).Transformation involves using new technology and technological change requires employees to acquire more skills and human capital (Stauvermann and Kumar, 2018).
E-learning is a domain which covers the integration of Information and Communication Technology (ICT) in educational environment (Guri-Rosenblit, 2006). The wide spread take-up of ICT, the coverage and resulting access to the Internet, have enabled the convergence of e-learning to daily practices of educational institutions (Bates, 2005). The digitalization of educational resources and learning materials has enabled the re-use of these resources across countries and scholarly domains (Richter & McPherson, 2012).
Also in the public sector, there is an increasing need and interest to create, enhance and share knowledge (OECD, 2003).
Working in the City presents challenges and opportunities for employees. As the largest municipal government in Canada, TPS needs staff who are skilled, competent and confident, to carry out the work effectively and efficiently and to build relationships with the community, Council and colleagues. The way to meet these challenges is a commitment to provide a range of training and development opportunities through the City’s Human Resources – Corporate Learning and Leadership Development (CLLD) Unit.
In 2015 the Enterprise eLearning Initiative (ELI) was presented. The goal was to establish a corporate Learning Management Program as a foundation for implementing eLearning; to establish a Centre of Shared Excellence in learning to support corporate and divisional learning and to implement standards and guidelines for corporate learning technology and implement a Learning Management System (LMS). Little (2015) concludes that a learner can follow a course as and when it’s convenient – rather than be corralled into a classroom at the whim of someone else’s timetable. Moreover, the learner can learn anywhere that’s convenient – and via any relevant delivery device.
Modern learners expect a more personalized, engaging approach to learning and won't stick around at companies that don't deliver it. In order to meet their evolving needs and expectations, organizations must adopt emerging HR learning technology trends.
Before using LMS City of Toronto was delivering  training and learning approximately to 35 000 internal staff, 7 000 taxi drivers, 3 000 childcare workers (external, non-staff), and elections staff, hundreds of thousands of volunteers using a primary method of instructor led / classroom style approach with little means to provide more effective delivery, tracking and revenue recovery.
All this changed with ELI initiative in 2015. About 40 divisions and units were engaged early on in the ELI project by participating in a survey and face-to-face meetings. Varying degrees of operational/mandated requirements and a wide range of readiness were identified. Some divisions still have limited eLearning technology in place while others have varying degrees of eLearning knowledge or are aware of the long-term benefits of an enterprise-wide learning management system.
Toronto Public Health(TPH) has yet to make the commitment in using the LMS. While many managers are supportive of using new technology in learning and development, supportiveness and actual support are different. Regardless of the nature of support provided, manager or supervisor support is a key factor in workplace learning (Schultz and Correia, 2015).The Senior Management Team at TPH, who makes the decisions is worried about start-up expenses such as purchasing of licenses, changing job classification from Education Coordinators to LMS Administrators and training for Instructional Designers. Professional Development and Education team, which I am a member of is presenting the LMS at the Senior Management Team meeting this month. We are ready for this change.

References

Bates, A. T. (2005). Technology, E-Learning and distance education. Routledge.
City of Toronto (2018). Inside Toronto. Retrieved from http://insideto.toronto.ca/hrweb/odl/learning_leadership_dev.htm
Guri-Rosenblit, S. (2006). Eight paradoxes in the implementation process of ELearning in higher education. Distances et Saviors, 4(2), 155–179. http:// dx.doi.org/10.3166/ds.4.155-179.
Little, B. (2015). The purchasing – and practical benefits – of a learning management system. Industrial and Commercial Training, Vol. 47 Issue: 7, pp.380-385.
OECD (2003). The learning government: Introduction and draft results of the survey of knowledge management practices in ministries/departments/agencies of central government. In 27th Session of the public management committee (pp. 1– 54).
Piderit, S. (2000). Rethinking resistance and recognizing ambivalence: a multidimensional view of attitudes towards organizational change. Academy of Management, 783-794.
Richter, T., & McPherson, M. (2012). Open educational resources: Education for the world? Distance Education, 33(2), 201–219.
Schultz, T.L., Correia, A. (2015). Organizational Support in Online Learning Environments: Examination of Support Factors in Corporate Online Learning Implementation. International Jl. on E-Learning. 14(1), 83-95.
Stauvermann, P., Kumar. R. (2018). Adult Learning, Economic Growth and the Distribution of Income. Economies, pp. 6-11

Can Technology Do More Harm Than Good?

Today, there is a large debate in the Autism community regarding whether technology can negatively impact children with autism. Recent research is emerging that children with autism are more vulnerable to negative effects of excessive screen time and can become easily addicted to technology.

The visual below highlights how screen time can negatively affect 4 key areas:

Low melatonin and sleep disturbances: Screen time suppresses melatonin and disrupts REM sleep.

Arousal and emotional dysregulation:  Screen time increases acute and chronic stress, induces hyperarousal, causes emotional dysregulation, and produces overstimulation.

Social Communication Deficits: Screen time  can hinder development of these exact same skills—even in children and teens who don’t have autism, screen viewing and even background TV has been shown to delay language acquisition.

Fragile Attention System:  Screen time can fracture attention, depletes mental reserves, and impair executive functioning.

Due the emerging bodies of research, many parents of children with autism and even medical professionals are advocating NO TECHNOLOGY in the lives of this population.  However, technology continues to play a significant role today and it's integration into education is only expanding. Technology can facilitate learning and be used meaningfully to teach children with autism new skills and further enhance child development. Understanding how to set boundaries with technology is key versus removing/withholding it altogether.

Below is visual of five ways parents can easily set boundaries with technology.

Dunckley, V. L. (2016, December 31). Autism and Screen Time: Special Brains, Special Risks. 
Retrieved from https://www.psychologytoday.com/us/blog/mental-wealth/201612/autism-and-screen-time-special-brains-special-risks