EDID 6503 - CREATING AN INSTRUCTIONAL MODEL

The University of the West Indies

Open Campus

Faculty of Humanities and Education

EDID6503-Instructional Design, Models and Strategies

Assignment #3-Creating an Instructional Model

Course Coordinator: Dr. Laura Gray

Kwame Edwards ID # 03601544

Due Date: 27th October, 2018

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Summary of work environment

The St. Philip’s Primary School is located in Church Village, St. Philip Barbados. The

school is a community school, with most students living in the immediate vicinity. The

communities surrounding the school are small and that is reflected in the roll of the school which

has 97 students: 52 girls and 45 boys. The school has a staff compliment of 11 teachers who

support the 8 classes. There is one principal and a senior teacher, who functions as a deputy

principal. The school has the following classes: Nursery, Reception, Infants A, Infants B, Class

1, Class 2, Class 3 and Class 4. There are eight form teachers, along with three relief teachers,

who teach Physical Education and General Science, Information Technology and Music, as well

as Special Needs or Remedial English and Mathematics to learners who have learning

challenges. The ages of the staff range from 24 to the mid 50’s. All members of staff have

completed professional teaching qualifications, beginning with the Diploma in Education. All

teachers have a University Degree.

This school is owned and managed by the government of Barbados through the Ministry

of Education, Technological and Vocational Training. All instructions, guidelines, mandates and

reviews are outlined by the ministry. The education authority encourages the use of the Blooms

Taxonomy as the standard by which all schools are assessed. The school is supplied with current

technological equipment, such as computers, tablets and a smart board. There is a computer lab

that has recently been renovated with Pc’s, laptops and tablets. There has been a thrust by the

educational authorities, to bring technology closer to students, teachers and parents, so as to

attempt to get an improvement in student’s performances. The issue that presents itself is that

there is a lot of technology around the school - each teacher and class has been assigned a laptop.

However, there is a lack of a consistency in the use of the technology, as there has been no set

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system put in place to facilitate the integration of the technology across the school system in

Barbados. Each school has been assigned an Information Technology Coordinator who is

responsible for implementing a plan that best suits the working environment, which can create

the challenge of a lack of cohesion and standardization amongst all of the constituents in the

school system.

In addition to the technology that has been supplied by the school, students and parents

also have their own personal tablets, phone and pc’s. Students want to bring their devices to

school and use them. There is the hope that more could be done to integrate the personally

owned technology, to get students more involved. Hopefully, the use of these modern devices,

will result in improved students’ performances.

Description of instructional models(s) best suited to the work environment

Below are descriptions of models that can be considered for implementation at the St.

Philip’s Primary School, as well as instructional strategies that can be used in the school. They

are the ASSURE model and the SMAR model.

The ASSURE Model

The ASSURE model of instruction design which is an acronym, was first developed by

Heinich, Molenda, Russell, Smaldino (1999). The model was constructed to assist the planning

of lessons whilst facilitating the use of technology. Kim, D., & Downey, S. (2016) outlined how

(Shelly, Gunter, & Gunter, 2012) noted six steps within the ASSURE model.

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 Analyze learners - an attempt must be made to understand students. This will guide

instructors to select the most appropriate materials that will be of benefit to their students.

Knowledge of factors such as demographics, learning styles and abilities should guide

how plans are made and implemented.

 State standards and objectives - these objectives will guide how the lessons are taught

within the primary school. These are set by the Ministry of Education Technological and

Vocational Training.

 Select strategies, technology, media, and materials - the instructor chooses the media and

material types that will used to help deliver the lesson.

 Utilize technology, media, and material - the lesson is taught at this stage and specific

media and material are chosen to help achieve the objectives.

 Require learner participation - the facilitator thinks about the strategies that they use to

encourage students’ participation and learner involvement.

 Evaluate and revise - constant evaluation and revision are needed to ensure that

objectives are being met and if not, what can be done to achieve the targets.

The Substitution Augmentation Modification Redefinition Model

The Substitution Augmentation Modification Redefinition Model (SAMR) was created

by Romrell, D., Kidder, L. C., & Wood, E. (2014). Its focus is on assessing how mobile devices

can be used to support learning. The letters SMAR stand for the following:

 Substitution - the technology provides a substitute for other learning activities without

functional change.

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 Augmentation - the technology provides a substitute for other learning activities but with

functional improvements.

 Modification - the technology allows the learning activity to be redesigned.

 Redefinition - the technology allows for the creation of tasks that could not have been

done without the use of the technology.

Description of instructional strategies used in the work environment

The following strategies can be recommended for use at the St. Philip’s Primary School to

help teachers with using technology in class. It can be equated with onsite professional

development and learning:

 Demonstrations – where a qualified teacher can illustrate lessons for other teachers to

pattern. This allows teachers to receive information on how the technology can be used to

improve students experience in the class.

 Collaboration – teachers can work together and try to teach classes together using the

technology.

 Peer Coaching - teachers who are competent in the use of modern technologies assist

others with problem solving.

Name and description of instructional model

Below is a new model that was formulated specifically for the St. Philip’s Primary

School. The ASSAE model is a combination of the ASSURE and the SAMR models. The letters

ASSAE stand for:

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 Analyze - an attempt must be made to understand the learners. The learners will be given

a series of diagnostic tests, designed by the staff of the school. Rubrics will be designed

which will include scores that highlight the learning deficiencies in students. As a result,

teachers will be able to construct lessons and use materials that would best cater to the

needs of the learners.

 State objectives – though each school is given objectives by the Ministry of Education

Technological and Vocational Training, that guide how the lessons are taught within the

primary school, the school should develop objectives that are specific to their

environment. The staff and its constituents would periodically meet to create and apprise

these objectives, as the need arises.

 Substitute - the technology provides a substitute for other learning activities without

functional change. Mobile devices can be integrated in the classroom to facilitate reading

activities, homework task and the reverse classroom can be used to substitute other as

method to secure learner participation.

 Augment - the technology provides a substitute for other learning activities but with

functional improvements. The learner would therefore use the technology to produce

materials and teaching aids that can be used in lessons, such as letters, or design

programs that can be used for functions at the schools, such as graduations.

 Evaluate - evaluation and revision are needed to ensure that objectives are being met and

if not, what can be done to achieve the targets. The learner would be an integral

component of this stage, being allowed to reflect on and evaluate this process.

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The instructional strategies that will be afforded in this models are;

 Demonstrations

 Collaborative learning

 Problem Based learning

 Corrective feed back

 Reflective Practice

Similarities and differences between the work environments’ current instructional model

and the new instructional model

Some similarities exist between the new model and the current model that the school

uses. The school currently uses the Bloom’s Taxonomy model. The Blooms Taxonomy was

created by Benjamin Bloom a psychologist in the 1950’s. Larkin, B. G., & Burton, K. J. (2008)

delineated the following stages about the theory: the cognitive, affective and psychomotor

domains. These three domains were formulated so that educator could focus on them and try to

create a holistic form of education for students. It was later updated by Anderson and Krathwohl

in (2001) and the Colorado College (2018) defined six different domains. These are as follows;

 Remembering - retrieving or recalling or recognize relevant information.

 Understanding - the ability to exhibit comprehension skills through one or more forms of

explanation.

 Applying – using new information in new situations to solve new problems.

 Analyzing – assessing how various parts of an issues work together and or are related.

 Evaluating - the ability to make a judgement about a problem based on given criteria.

 Creating - the ability to put together various elements to form new situations.

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Similarities:

The similarities between the Bloom’s Taxonomy and the proposed new ASSAE model

are:

 Learners will be provided with tangible experience through demonstrations, which is

similar to the ‘creating’ aspect of Bloom’s Taxonomy.

 They can construct meaning though collaboration learning experiences, which is similar

to the ‘applying’ aspect of Bloom’s Taxonomy.

 Learning can be assessed through problem based scenarios, which is similar to the

‘understanding’ aspect of Bloom’s Taxonomy.

Differences:

The ASSAE Model was intentionally designed to integrate mobile technology in the classroom

setting.

 It will allow the teacher to facilitate students to bring their own tools and use in the

classroom.

 There will be a monitoring process to assess students’ development and online

connectivity collaboration.

 There is a corrective feedback process.

 There is a reflective component.

 There is constant analysis of outcomes and processes.

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Reflection

The process of creating an instructional design model seemed daunting and impossible in the

beginning. I wondered how in the world could I create a meaningful model with little experience

in the instructional design field. Furthermore, I pondered about what I could possibly create that

had not already been created. After reading and rereading the rubric which I tried to follow

slavishly, I set about reading about various models on instructional design and tried to compare

and contrast how best they would be effective to my work environment.

In reflecting I always ask what did I learn?

I learned that there is a remarkable amount of instructional design models to be found on

the internet and in the library of the University of the West Indies.

How specifically did I learn this?

I learnt this as I searched the internet and as I read about how the models were created

and the varying purposes of why they were created. Each model seemed to be designed for a

particular field of study and its environment. Each model had a description of why it was made

and how it will benefit the field.

Why does this matter?

This experience of researching instructional models has broadened my knowledge base of

design models and what I can do to solve future challenges with respect of designing my own

models to find solutions to problem. I can see that should a change in the curriculum be

commissioned at my school, that I can be an integral in this process.

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In what ways will I use this learning to improve myself?

I intend to keep this experience relevant by thinking about how I can resolve current and

future issues with the use of the basics of design strategy - that is to analyze, process, reflect and

inform, in iterative cycles.

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References

Bloom’s Revised Taxonomy • Assessment Colorado College. (2018). Retrieved from

https://www.coloradocollege.edu/other/assessment/how-to-assess-learning/learning-
outcomes/blooms-revised-taxonomy.html

Kim, D., & Downey, S. (2016). Examining the Use of the ASSURE Model by K–12
Teachers. Computers in the Schools, 33(3), 153–168. https://doi-
org.library.open.uwi.edu/10.1080/07380569.2016.1203208

Larkin, B. G., & Burton, K. J. (2008). Evaluating a case study using bloom's taxonomy of
education. AORN Journal, 88(3), 390-402.
doi:http://dx.doi.org.library.open.uwi.edu/10.1016/j.aorn.2008.04.020

Romrell, D., Kidder, L. C., & Wood, E. (2014). The SAMR Model as a Framework for
Evaluating mLearning. Journal of Asynchronous Learning Networks, 18(2), 79–93.
Retrieved from https://search-ebscohost-
com.library.open.uwi.edu/login.aspx?direct=true&db=ehh&AN=110128385&site=ehost-
live

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