POSTGRADUATE DIPLOMA IN TEACHING

SEPTEMBER 2022

HPGD3103

INSTRUCTIONAL TECHNOLOGIES

MATRICULATION NO. : CGS02643426

IDENTITY CARD NO. : 930119-06-5022
TELEPHONE NO. : 01115315655
E-MAIL : munirah@oum.edu.my
LEARNING CENTRE : SUNGAI PETANI
QUESTION 1
a) Part 1: ASSURE Instructional Design Model

The alphabets in ASSURE model has its own definition. According to Hess et al. (2020), the
model which was originally developed by Heinrich and his colleagues include; analysis of
learners (A); statement of objectives (S); selection, modification and design of media and
materials (S); utilization of media and materials (U); require learners participation (R); and
evaluation and revision (E). The model emphasize on the use of media in instructional activities.

The first point in the ASSURE model started with analysis of learners. Analysing learners is
important to investigate the background details and to understand the learners’ needs. The details
can be in the general characteristics, prior knowledge, skills, demographic, and learning style.
Analysing learners’ capabilities is important to ensure that objectives of learning process can be
constructed based on the students’ ability. This step also important to ensure that, students are
ready to learn and receive new knowledge. The second step is statement of objectives. Objectives
must be constructed based on what activities that the learners will do and what they will achieve
after instructional learning. The objectives can be presented in the rubrics or learning outcomes
of the course. By setting up the goals to be achieved, the expectation will be set which help
learners to focus on what they need to learn.

The next step is selection, modification and design of media and materials. This step is
responsibility of the teachers to choose what they need for the teaching process. ASSURE model
is focus on the use of media. The media can be modified from existing one or designing new
materials that suitable with the course. Any media such as Google Classroom, online interactive
activities, tablet and other appropriate technology can be used. The fourth step of the model
mentioned on how the teachers will utilize the media and materials. The materials need to be
preview before starting the lesson. The environment and instruction to use the learning method
also need to be prepared. Teachers must think on how to use materials and media effectively and
efficiently so that the learning process runs smoothly.

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The next step of the model emphasize on how teachers can engage learners to attract them
participate actively in the learning process. Having learners to participate is not only to engage
with them, but also to ensure that the learning process can be retained. Participation can be done
by incorporating cooperative learning structure such as discussion, questioning and having fun
activities. The participation also can be done by students’ presentation. For instance, after
conducting project group work, students need to present their findings using Canva or
PowerPoint. By this method, students will indirectly improve their skills in using the technology.

The last step in this model is evaluation and revision. After the learning process, evaluation must
be done to ensure the effectiveness of learning experience. This step is actually the most
important because everyone can deliver a lesson; however, there is not much that can affect the
learners in the real-life event. The learning process must be evaluate and revise to ensure it can
be beneficial as much as possible in terms of objectives, selection and utilization of materials and
media, acceptance of learners and retention of lesson learned. In conclusion, ASSURE model is a
good guidance to be applied by an educator to provide effective learning process. The ASSURE
model has a constructivist, behaviourism and cognitive so it is relatively easy to implement and
can be easily develop by every educator (Yusnadi et al., 2022). (591 words)

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b) Part 2: Apply ASSURE Instructional Design to design a lesson in Google Classroom
Title of the Lesson Topic: Chemical Analysis of Food
The Lesson
Lesson topic: Chemical Analysis of
Food

Study of the chemical composition of

food and how to analyze them by using
laboratory equipment.
Learners need to have basic
understanding in Food Science subject
to enroll in this course.

Understanding the chemical analysis of

food is important for nutritional
labeling, health claim and allergen
warning.
Step 1: Analyze Learners

The learner is analyzed based on their

demographic, general characteristics,
prior knowledge and learning style. For
example, students need to fulfill a
registration and survey form before
enroll in the class. From the
registration and survey form, teachers
Image is not needed. can check on their background before
starting the lesson. Background check
also can be done through teachers’
observation and interview in the class.

The learners are first year university

students; all are Malay and have
average knowledge in Food Science
subject. They have a visual, verbal and
active learning style. A more engaging
andragogy is required.

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Step 2: State Goals and Objectives

At the end of this lesson, students will

be able to:

CLO1: Explain the principles and

procedures for quantitative and
qualitative methods for food chemical
analysis for at least 5 types of food
products.

CLO2: Analyze the composition of

food products by using various
laboratory methods and equipment with
80% - 70% accuracy.

CLO3: Measure protein content in

cocoa powder and anchovies by using
Kjeldahl method in at least four trials.
Step 3: Select Methods, Materials
and Media

Teaching method/strategies: Using

project-based learning approach with
investigation and hands-on activities.
Learners will apply the knowledge
practically to conduct their own
experiment after the theory lesson in
class. They will investigate and do the
experiment in group.

Instructional materials & media:

Teacher using the projector to present
the topic and experimental project.
Learners will be able to use the
laboratory equipments to conduct their
analysis. Learners have access to online
search using their laptop.
Shows Youtube video as demonstration
to analyze using Kjeldahl method.
Youtube link:
https://www.youtube.com/watch?v=_3
3FvGg9nfg

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 Step 4: Utilize the Material, Media
and Technology

Prepare the environment, presentation

slides, laboratory equipments and
online access.

Teacher will use projector and online

access to present theories of the
principles and procedures for
qualitative and quantitative methods for
food chemical analysis using 5
examples of food products; cocoa
powder, anchovies, cow meat, rice and
chicken meat.

Teacher will demonstrate on how to

use the chemicals and laboratory
equipment for Kjeldahl method.

Prepare the learners to view Youtube

video on how to conduct the
experiment. They will have to do the
Image is not needed
following:
- Observe on how to conduct the
analysis.
- Take note on the chemicals used.
- Observe on how to do the analysis
accurately and correctly.

Learners will have to do the

experimental work on the protein
content of cocoa powder and anchovies
with the group of 3 students and
prepare a worksheet which need to
include the following:
- Objectives
- Experimental design
- Materials and method
- Result and discussion
- Calculation

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Step 5: Require Learner
Participation

Learners need to have a group

discussion with their peers, doing the
experimental work with the group of 3
students.

Learners can refer on the workbook,

Youtube video or other online
materials to do the experiment.

Learners need to prepare the worksheet

to present the findings on the protein
content of cocoa powder and
anchovies.

Learners need to present their

experimental work findings using
Canva.

Step 6: Evaluate and Revise

Evaluate: Teacher will be evaluated by

learners using the Google Form.
Teacher is evaluated based on the
performance. Any improvement can be
suggested.

Contents will be evaluated by learners

using the Google Form. Any
improvement can be suggested.
Learners are required to evaluate the
contents based on their understanding.

Learners will be evaluated by MCQ

quiz to test their understanding on the
principles and procedures for
quantitative and qualitative methods for
food chemical analysis.

Learners also being evaluated by their

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 practical laboratory work on analyzing
the composition of food products by
using laboratory methods and
equipments. The marks will be given
based on the accuracy in the laboratory
work (80 – 70% accuracy).

Learners will measure the protein

content in cocoa powder and
anchovies. Marks will be given based
on how learners handle the experiment
in their group and they must do it in
four trials.

Revise: Through the assessment,

performance of teacher, contents and
students can be determined whether the
lesson is effective or not. The degree of
accuracy in designing experimental
work and high scores in quiz will
determine understanding of learners.

Topic, strategies, media, instructional

materials should always be aligned
with objectives and the needs of
learners. The experimental work on
other types of food products can be
done to test the knowledge transfer.
(812 words)

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b) Part 3: Benefit of ASSURE Instructional Design Model
ASSURE Instructional Design How each of the steps in the ASSURE Instructional
Model Design Model was useful in designing your lesson?

1. Analyse Learners Chemical Analysis of Food is not something that easier to be

learnt by anyone. University students need to have Food
Science knowledge and basic laboratory skills before start
learning the lesson.

In this step, analysing process will make it easier for the

learning outcomes to be achieved since background
characteristics of learners will be identified. Analysis of
learners will give information on their demographic, general
characteristics, prior knowledge and learning style which
make it easier for the teacher to match objectives with
students’ needs.
2. State Goals and Objectives Benefit of setting the goals based on ABCD format and
Bloom’s Taxonomy is, it can be use to help teachers think
carefully to build the goals based on what exactly the
students’ need and what they will use to help the students
understand. ABCD format and Bloom Taxonomy is a
systematic model which can be use to create the objectives.

In the Food Analysis class, the objectives start with

explaining the principles and methods use to analyse
composition of method. Then, it continued with the
introduction in using the materials and laboratory equipment.
Finally, students are needed to do the experimental work
using Kjeldahl method to determine protein content in cocoa
powder and anchovies. The objectives focus on the ability of
students to apply the principles and methods into their

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 experimental work which help the students to understand
theoretically and practically on the lesson. Using the method,
students and teachers will strive for their goals and do not
mix up with the unrelated focus.
3. Select Method, Material and In the lesson, project-based strategies and hands-on activities
Media are used. Online Youtube video and access to the internet
also used by the students which can promote interest of
students in learning the theories. Teacher not only presents
the lesson slides through the projector but also present it in
fun tutorial videos which give clear examples for students to
do the experimental work.

Learning will be more interesting if students participate.

Learning also will be at its best if teachers lead the students
to investigate the answer by themselves which need them to
explore to get the correct answer.
4. Utilise Media and Technology These steps provide students with step-by-step instructions
on how to practice the theory learnt in the class.

Teacher will prepare the environment, presentation slides,

laboratory equipment and online access for students to learn.
This will promotes the mood in teaching and learning
process which makes it more effective. Early preparation in
the learning process will create a mental map on what the
students need to absorb at the end of the lesson.

The application of online video such as Youtube video will

give clear representation on the subject. Students then need
to present their finding in Canva website which will provide
them with additional skills using technology.

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5. Require Learner Participation Learners’ participation is important to make the learning
process effective. In this step, teachers can make sure
students’ engagement in the learning process. It provides
learners with the opportunity to gain values, knowledge and
skills.

With additional learning experience by using Canva or

watch Youtube video, it gives students benefit to improve
their skills by using technology advancement. In the group
discussion of 3 as being conducted, students will improve
their ability to think critically and see the problem from
different perspective.
6. Evaluate and Revise Evaluation and revision is the most important part where it
will ensure students understanding and knowledge transfer.
From summative and formative evaluation, the effectiveness
of the lesson can be determined. Google form is used to
evaluate teachers and contents performance. This evaluation
can be used for improvement in the future since the record
will be kept.

Quiz and test also be used as the assessment where,

understanding of students can be evaluated. The evaluation
also can be used to improve objectives and goals of the
lesson. It also helps learners to see what they are aiming
through academic achievement and what they are need to do
to achieve their goal.
(702 words)

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QUESTION 2
ONLINE CLASS PARTICIPATION
a) Share your reflection

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b) Comment on your peers’

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REFERENCES
Abidin, S. Z., Legino, R., Noor, H. M., Vermol, V. V., Anwar, R., & Kamaruzaman, M. F.
(2016). Proceedings of the 2nd International Colloquium of Art and Design Education
Research (i-CADER 2015). Springer Singapore.
Hand, B., Norton-Meier, L., & Jang, J. (2018). More Voices from the Classroom: International
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Hess, D. R., MacIntyre, N. R., & Galvin, W. F. (2020). Respiratory Care: Principles and
Practice. Jones & Bartlett Learning.
Yusnadi, Y., Nasution, N. B., Mawaddah, S., Sriadhi, S., & Danvers, E. (2022). ICONSEIR
2021: Proceedings of the 3rd International Conference of Science Education in
Industrial Revolution 4.0, ICONSEIR 2021, December 21st, 2021, Medan, North
Sumatra, Indonesia. EAI Publishing.

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