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Writer's pictureBoon Yih Mah

Designing, Developing, Implementing, and Evaluating Learning Environments

Updated: 2 days ago


Teachers employ varied strategies in lesson planning, reflecting their distinct teaching styles and preferences. Some meticulously prepare in advance, while others adapt flexibly, sometimes altering plans overnight due to the dynamic nature of teaching, where unexpected events or student needs may call for swift changes in content or approach. Teachers refine lessons on an ongoing basis, similar to how authors revise their books with numerous drafts and feedback. They depend on student participation and feedback to enhance their lessons, making them more effective and engaging. This continuous refinement helps educators improve and meet their students' changing needs.


Effective educators skillfully integrate student inquiries into their lessons, promoting curiosity and critical thinking. They balance a structured learning environment with the flexibility to modify plans based on student feedback and progress, essential for achieving educational objectives and catering to individual learning requirements. Teachers must consider the learning setting, technology, and resources when developing lesson plans. With these factors in mind, they can design compelling, informative lessons suited to their specific teaching context, ensuring they are pertinent, accessible, and conducive to student learning and development.


A. Instructional Technology


Instructional technology is a multifaceted concept that can be defined in various ways. The Association for Education Communications and Technology (1994) defines it as "the theory and practice of designing, developing, utilising, managing, and evaluating processes and resources for learning." This definition underscores the comprehensive nature of instructional technology, highlighting its involvement in all stages of the learning process, from conception to execution and assessment. Moreover, a more recent definition has brought attention to the cognitive analysis of learning tasks within instructional technology.


This definition emphasises the importance of analysing learning and performance issues, and designing and developing learning resources. It involves designing, developing, implementing, evaluating, and managing instructional and non-instructional resources to optimise learning and performance outcomes, particularly within educational institutions and professional settings (Reiser, 2001). By encompassing these aspects, instructional technology aims to enhance the learning experience and productivity by effectively utilising available resources and employing cutting-edge methodologies in educational and professional contexts.


B. The ASSURE Model

The ASSURE model is an excellent framework designed for teachers in regular classrooms. It guides teachers in creating and developing the most suitable learning environments for their students. This model can be utilised in crafting lesson plans, integrating educational technology resources, and enhancing teaching and learning experiences. The ASSURE model stands for:

  1. A – Analyse learners.

  2. S – State objectives.

  3. S – Select strategies, technology, media, and materials.

  4. U – Utilise technology, media, and materials.

  5. R – Require learner participation.

  6. E – Evaluate and revise.


Following these six steps, the ASSURE model provides a structured approach to lesson planning.


Step 1: Analyse Learners

The first step in applying the ASSURE model is to analyse and identify learner characteristics such as age, academic abilities, gender, ethnicity, socioeconomic status, interests, previous knowledge, and learning styles/preferences (visual, aural, read/write, kinaesthetic). Consider using the VARK questionnaire to identify learning styles.


Step 2: State Objectives

The second step in the ASSURE acronym is to state specific objectives for the learning module. Well-written objectives are crucial as they guide topic selection, evaluate teaching success, and help students achieve the desired learning outcomes. Teachers must establish teaching goals and objectives based on the academic year's curriculum guidelines. Goals are the reasons for teaching lessons, while objectives specify what learners will acquire from the topic.


Clear and measurable objectives guide both teachers and students in the learning process. Objective statements should be unambiguous to ensure effective communication. Using words that leave less room for interpretation in behavioural objectives is essential for clarity and measurability. A well-structured lesson plan is valuable for teachers to organise their lessons effectively. Below is a list of words for writing objectives with fewer interpretations.

  1. To write

  2. To present

  3. To recite

  4. To identify

  5. To sort

  6. To solve

  7. To construct

  8. To build

  9. To compare

  10. To contrast


Step 3: Select Strategies, Technology, Media, and Materials

The third step in the ASSURE acronym is to select appropriate strategies, technology, media, and materials that align with the student's needs and learning objectives. Teachers must choose delivery methods, such as teacher-centred or student-centred strategies, to support the teaching goals. Media selection is crucial for effective teaching, requiring alignment with curriculum goals and topics. Technology can enhance lesson development, including e-mails, e-learning platforms, presentation software, and interactive tools. The chosen media should meet specific criteria depicted in the figure.


Step 4: Utilise Technology, Media, and Materials


The "U" in the ASSURE acronym plays a crucial role in modern lesson planning by emphasising using technology, media, and materials to enhance teaching and learning. By incorporating this element, educators can effectively engage students and facilitate the achievement of learning objectives through innovative strategies and tools. Following the "5 P's" process - Preview, Prepare, Prepare environment, Prepare students, Provide learning experience - helps systematically integrate technology and media into the lesson plan, ensuring a comprehensive approach to instructional design.


Selecting the most suitable media application for the pedagogical approach is essential to optimise the learning experience for students. By considering factors such as content delivery, interactivity, and accessibility, educators can tailor their use of technology to support different learning styles and preferences. The TPACK framework further enhances this by combining technological knowledge, pedagogical expertise, and content knowledge to create engaging and effective learning experiences that resonate with students.


The three forms of knowledge are Content Knowledge (teachers' knowledge about the subject), Pedagogical Knowledge (knowledge about teaching methodology, instructional design, and understanding students' learning styles), and Technological Knowledge (skills in using different teaching technologies). These knowledge areas help teachers choose pedagogical approaches like online, flipped, blended, flexible, hybrid, open, remote, and distance education.


Teachers can enhance their teaching methods by using tools like PowerPoint, videos, Learning Management Systems, and virtual learning environments. Other methods include lectures for flipped classrooms, hybrid or flexible learning, fully online learning, and open courses. Open educational resources are free tools for teaching and learning support.


Step 5: Require Learner Participation

In the ASSURE model, "R" requires learner participation in teaching and learning. Your lesson plan should describe how students will engage with the lesson content to become active learners. The teacher uses data from previous stages to plan and implement the lesson, including drafting the plan, teaching, and evaluating learning outcomes. Reviewing the lesson involves assessing factors like time frame, student collaboration, understanding and application of concepts, and appropriate media use. Teachers can find free, well-structured lesson plans online at the following URLs:


Step 6: Evaluate and Revise


Despite often being overlooked, this final evaluation stage is considered the most crucial. Upon completing the entire instructional process, teachers must assess the entirety of the instruction. This evaluation encompasses the specified objectives, the instructional approach utilising chosen media and materials, and the assessment to identify inconsistencies in lesson elements. The evaluation proves effective when adjustments are made to one or more of these elements following the evaluation. The evaluation process revolves around three key aspects:

  1. Learners

  2. Media

  3. Methods

1. Learners


Students' evaluations are based on set objectives, which should guide content selection, evaluate teaching success, and help students organise their efforts. Effective assessment tasks gauge students' achievement of learning outcomes based on their understanding of the subject. Biggs (2003) states successful learning depends on an aligned curriculum. Experienced teachers can assess their students based on the following:

  1. Student Participation

    1. Active participation is known to facilitate effective learning.

    2. The highest scores are awarded when student participation includes discussions, group work, projects, and responses to teacher questions.

  2. Student Mastery

    1. Learning is gauged against set objectives. Teachers' assessments are based on students' ability to:

      1. Respond correctly to instructions

      2. Express relevant views or ideas

      3. Complete individual assessment tasks

      4. Meet the learning objectives

  3. Quality of Student Work

    1. The quality of student work is judged on criteria such as:

      1. Compliance with the provided format for assignments

      2. Completion of all given assignments or exercises

      3. Consistent correction of assignments

      4. Assignment frequency and difficulty tailored to student capabilities

2. Media/Learning Resources

Learning resources encompass all media or materials, whether sourced or created by educators, that provide instructional content for formal and informal education. These resources may include print and digital materials, audiovisuals, electronic and digital devices and software, and human resources (Prince Edward Island Department of Education, 2008). MERLOT (www.merlot.org) identifies three primary quality criteria for learning resources/media: content quality, teaching-learning tool effectiveness, and user-friendliness.


  1. Content Quality

    1. Content quality typically hinges on two key questions:

      1. Are the concepts, models, and skills presented by the software valid?

      2. Are the concepts, models, and skills educationally significant for the subject or discipline?

    2. Content evaluation should adhere to these standards:

      1. Inclusion in the subject's curriculum;

      2. Alignment with introductory classes and professional organization standards;

      3. Necessity for grasping advanced subject/discipline material.

  2. Teaching-Learning Tool Effectiveness

    1. The potential effectiveness of a teaching or learning tool is gauged through expert assessments of the material's impact by educators or third parties.

    2. This evaluation informs teachers about the resource's potential to improve education.

    3. MERLOT proposes these evaluative questions:

      1. How do interactivity and media presentation bolster teaching and learning capabilities?

      2. What is the application's efficacy, and how can it be incorporated into the educational process?

  3. User-Friendliness

    1. The fundamental question for software usage is whether it is easy or user-friendly for first-time users. The additional elements for evaluation include the following:

      1. Consistency of labels, menus, text, images, and overall interface or layout.

      2. Possibility of users becoming lost or trapped within the software.

      3. The module's usefulness to the user.

      4. Amount of documentation, instructions, and technical support required to use the application or software effectively.

      5. Attractiveness and utility of the application to students.

    2. Beyond MERLOT, eLera is an entity that researches and assesses e-learning resources.

    3. eLera offers tools and information for evaluating and researching learning objects and fosters collaboration among researchers and online learning resource users.

    4. eLera's objectives include:

      1. Assisting in the creation of online learning resources.

      2. Developing research-based effective pedagogical models.

      3. Aiding students, educators, and other educational professionals in selecting digital resources that fulfil their educational requirements.

    5. eLera has formulated the Learning Object Review Instrument (LORI).

    6. LORI 1.5 is a tool for assessing the quality of e-learning resources.


3. Methods


Teaching methods encompass teachers' strategies to deliver pedagogy and manage classrooms, including integrating media and online resources. These methods are influenced by the type of students, educational philosophies, resource availability, and the institution's objectives. The two main teaching approaches are:

  1. Teacher-centred Learning

    1. Teachers are central to learning, primarily focusing on transmitting knowledge and information.

    2. Teaching and assessment are separate entities.

  2. Student-centred Learning

    1. In this model, teachers and students engage actively in the learning process.

    2. Teachers serve more as guides and facilitators.

    3. Assessments include tests, exams, group work, participation, and projects.


The roles of teachers can be summarised as follows:

  1. Teacher-centered Approach:

    1. Formal Authority

      1. Teachers possess power over students through their knowledge and status, employing a traditional classroom management style.

    2. Expert

      1. Teachers are knowledgeable in the classroom.

      2. They guide students in learning and focus on imparting knowledge and information.

    3. Personal Model

      1. Teachers are role models, demonstrating and leading by example, with students learning through observation.

  2. Student-centred Approach

    1. Facilitator

      1. Teachers emphasise the teacher-student relationship, with both participants participating in the learning process, which is centred around hands-on experience and exploration.

    2. Delegator

      1. Teachers support students as resources, responding to inquiries and overseeing progress.

      2. Their primary role is granting students autonomy as active learners.


Teachers are pivotal in teaching and learning, ensuring students achieve their educational goals. Their teaching methods are assessed based on criteria such as those outlined by the Standard Kualiti Pendidikan Malaysia in 2001, which include:

  1. Encouraging a willingness to learn among students;

  2. Customising teaching methods to fit student abilities;

  3. Aligning activities with students' experiences or existing knowledge;

  4. Following fundamental teaching principles, progressing from simple to complex, tangible to abstract concepts;

  5. Ensuring activities are engaging and contribute to learning objectives;

  6. Fostering creativity and critical thinking in students to enhance learning;

  7. Executing planned remedial or enrichment activities;

  8. Making efficient use of class time.


To Conclude


Incorporating technology and web tools into educational strategies and evaluations is key to directing student learning. Clearly defined objectives are vital for setting expected learner outcomes after completing a topic. Educators should align media with curriculum objectives, teaching styles, and the subject matter, utilizing technology's capabilities to improve learning experiences. The TPACK framework, integrating technology, content, and pedagogy, is instrumental in crafting compelling educational experiences.


The often-overlooked final evaluation phase of the ASSURE model is critical. After completion, teachers must evaluate the entire instructional process, considering learning outcomes, student engagement, subject mastery, and work quality. eLera, an entity committed to the research and evaluation of e-learning resources, provides key tools and insights for the appraisal and exploration of learning materials, promoting collaboration among researchers and users of online educational resources.


References

  • Association for Educational Communications and Technology. (1994). Definitions and terminology. https://aect.org

  • Biggs, J. (2003). Teaching for quality learning at university: What the student does (2nd ed.). SRHE and Open University Press.

  • Prince Edward Island Department of Education. (2008). Instructional technology and media for learning (10th ed.). http://www.edu.pe.ca/itc/et_intro.html

  • Reiser, R. A. (2001). A history of instructional design and technology: Part II: A history of instructional design. Educational Technology Research and Development, 49(2), 57-67. https://doi.org/10.1007/BF02504928


Let's Recall...

  1. What are the key steps involved in the ASSURE model of lesson planning?

  2. How do effective educators integrate student inquiries into their lessons?

  3. Where can teachers find free, well-structured lesson plans online?


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