ASSURE Case StudyUsing Online Learning to Study

the HolocaustPresentation Developed By:

Christine CampbellMike Dillon Jeff Pierce

CMP 555: Designing and Producing Educational

Technology

Karen Wright, Facilitator

July 10, 2006

Steps in the ASSURE Model

1.Analyze the learners2.State the objectives3.Select methods, media, and

materials4.Utilize media and materials5.Require learner participation6.Evaluate and revise

The case study will be analyzed using the six steps of the ASSURE Model.

Those steps are:

Case Study InformationThe case study can be located in Chapter 8 of the e-book:

Instructional Technology and Media for Learning

The information for case study was taken from the e-book and the premise of the case study is as follows:

“High school social studies teacher Mr. Plosnik wants to develop a lesson for his students to study the Holocaust

and its implications for their lives today and in the future. He wants to dispel misinformation his students

may have about the Holocaust. One question he wants to address is, ‘Could the Holocaust happen again?’”

(Smaldino et. al., 2004)

ASSURE – Analyze LearnersThe lesson is designed for students with the

following characteristics:1. Juniors and seniors 2. Variety of interest levels in the

material3. Variety of background knowledge

about the Holocaust4. Different academic skill levels5. Different computer skill levels

In general, the lesson is designed for a mainstream classroom that has students with a range of learning

needs, skill levels, learning styles, and so forth.

ASSURE – Analyze LearnersThe entry level competencies include:

1. The students have read about Germany’s role in World War II.

2. The students have studied the historical events of World War II.

3. The students have read about current events that can be compared to the Holocaust of the 1940’s.

ASSURE – Analyze LearnersThe following learning styles will be addressed

over the course of the lesson:

1. A wide range of learning styles will be used.

2. Many of the students prefer to search for information independently and discuss their findings with each other.

ASSURE – State Objectives

Objectives are divided into three categories:

Cognitive:

1. Students will review information from the given Website and answer questions from a workbook. These answers will be formatted for grammatical correctness, and quotes will be properly referenced.

2. Students will locate 3 sites on the Internet relating to the Holocaust and select video clips, images and sound clips that reflect their personal interest.

ASSURE – State Objectives

Objectives are divided into three categories:

Affective:

1. Students will speak and write from the position that the Holocaust could have been avoided, and was not an inevitable event.

2. Stereotypes will not be included in any discussion or writing.

ASSURE – State Objectives

Objectives are divided into three categories:

Technological:

1. Students will use the Internet as an educational resource and a research tool.

2. Students will use search engines to find websites and navigate the World Wide Web.

ASSURE – Select Methods, Media, and Materials

The teacher used the following methods:

• The teacher consulted with a college professor familiar with the Holocaust.

• Students were provided with a teacher-created workbook.

• The discovery method was used along with the workbook.

ASSURE – Select Methods, Media, and Materials

• Over 240 websites, containing video, photos, songs sung by prisoners and allowing virtual tours of important Holocaust locations

• Materials in the school library and the media center

The teacher used the following media:

ASSURE – Select Methods, Media, and Materials

• Teacher-created workbook

• Internet Websites

• Computer

• Library and Media Center Resources

The teacher used the following materials:

ASSURE – Utilize Media and Materials

Preview MaterialsPrepare Materials

Prepare EnvironmentPrepare Learners

The utilization of materials was conducted using the following four steps from the ASSURE model:

ASSURE – Utilize Media and Materials

PREVIEW MATERIALS

Teacher and consultant college professor previewed many

materials to ensure they were appropriate for the students.

ASSURE – Utilize Media and Materials

PREPARE MATERIALS

The teacher created a workbook for the students which included:

•Questions

•List of resources and Internet sites

•Suggested activities

ASSURE – Utilize Media and Materials

PREPARE ENVIRONMENT

The teacher:

•Spent more time in Computer Lab

•Scheduled lab time for the class

•Checked Internet connections and availability of websites

ASSURE – Utilize Media and Materials

PREPARE LEARNERS

•The teacher let the students know their thoughts and opinions mattered.

•Students were to think deeply and critically about historical questions regarding the Holocaust and answer them using given resources.

ASSURE – Require Learner Participation

The students participated in the lesson in following ways:

1. The students answered questions in the a teacher-created workbook designed to focus thinking about basic information regarding the Holocaust.

ASSURE – Require Learner Participation

The students participated in the lesson in following ways:

2. The students explored learning resources on the Internet independently and discussed their findings with other members of the class.

ASSURE – Require Learner Participation

The students participated in the lesson in following ways:

3. The students used the Internet to take virtual tours of the Anne Frank house and the U.S. Holocaust Memorial Museum.

ASSURE – Require Learner Participation

The students participated in the lesson in following ways:

4. The students selected images of the Holocaust and explained the significance of the images.

ASSURE – Evaluate and Revise• Assessments were provided by the class workbook and

a quiz was given to evaluate the level of understanding of the objectives.

• The students created their self evaluation of what they had learned based on the original objectives.

• It is important when teaching about the Holocaust or other extreme tragedies to create an atmosphere where the students have empathy and provoke thought and discussion. Discussion on the Holocaust can be used to discuss issues such as the genocide in Rwanda and in the Darfur Region.

ASSURE – Evaluate and Revise• It is always important to revise the assessment prior to

the next time the lesson is used.

• Allowing the student to make comments and provide input will enhance the learning experience for future classes.

Use of Media in the Case Study

1. To gather information about the Holocaust

2. To locate images that reflect the nature of the Holocaust

3. To spark student interest in the issues associated with social crises

4. To help students relate to information they obtained in their searches

The case study dealt primary with the use of online resources as part of the

lesson. This media was used:

Use of Media in the Case StudyThe case study dealt primary with the use of online resources as part of the

lesson. This media was used:

The Internet served as the primary online media. However, the Internet provided access

to written, visual, and audio artifacts and information related to the Holocaust.

ReferencesSmaldino, S. E., Russell, J. D., Heinich, R., & Molenda,

M. (2004). Instructional Technology and Media for Learning. Upper Saddle River, NJ: Pearson Prentice Hall Inc.