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Comparing the Assure Model and the Addie Model
Management Of Technology (University of the Philippines System)
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lOMoARcPSD|12372250
Technology for Teaching and Learning 1
Lesson 5: ASSURE and ADDIE Instructional Design Models (Enhancement)
Activity 5.2: Comparing the ASSURE Model and the ADDIE Model
Let’s compare the ASSURE and ADDIE models by filling out the table below. You can also search for additional
information online to supplement the discussion we had earlier.
Similarities
 Both models have stages for
designers to follow
ASSURE and ADDIE Models: A Comparison
Differences
ASSURE Model
ADDIE Model
Developer
Robert Heinich and Michael
Molenda, Rusell, and SamIdino
Rosset (1987)
(1989)
First created for
Educational purposes
Military purposes
 Both models ask the designer to
analyze the learners and base their
instruction off of their analysis.
 Both models intend to help learners
reach instructional goals.
 Both are “systematic approaches to
creating performance based,
interactive and innovative episodes of
guided learning”.
 Both focused on student
achievement and teacher development
History
Based on Gagne`s Events of
Instructional systems
Instruction. This model is helpful
development (ISD) designed
for designing courses using
for military interservice training
different kinds of media.
that will adequately train
Emphasizes on the various on the individual to do a particular job
various use of media to deliver
and which can also be applied
content knowledge; not heavily
to any interservice curriculum
depend on textbook/activity book
development activity.
only.
Definition
A model that prepares
A model that acts as guideline
educators/teachers to plan, devise for building effective training
and carry out lesson plan that
and performance support tools
needs media.
on five stages.
Focus
Specific focus on the teaching
A framework that lists generic
planning in classroom and can be process that used by
used as a guide to plan the use of instructional designers and
media in teaching.
training developers.
Stages
A- Analyse learner
A- Analysis
S- State learning objectives
D- Design
S- Select Media, Methods, and D- Develop
Materials
I- Implement
U- Utilise Media and Materials
E- Evaluate
R- Require Learner
E- Evaluate
S
Type of Evaluation
Formative and summative
Formative evaluationevaluation. Revision (if needed)
resembles reflection process
Each stage is evaluated
which is done by teachers to
formatively.
evaluate the effectiveness of
the teaching.
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