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Kemp

Page history last edited by Pat Celaya 13 years, 8 months ago

Kemp and Dick & Carey 
Instructional Design Model Comparison

 Raquel Rico, Elizabeth O'Connor, Pat Celaya

 

Home | Dick & Carey | Kemp | Comparison | Instruction | Implementation | Conclusion | References | Multimedia  

 

The Kemp Model of Instructional Design

 

The Kemp model of instructional design (ID) was first developed in 1985 by Jerrold Kemp.  In 1994, Kemp, Gary Morrison, and Steven Ross modified Kemp's model.  Nevertheless, it is still known today as simply the Kemp Model.

 

The model is comprised of nine key elements - instructional problems, learners characteristics, task analysis, instructional objectives, content sequencing, instructional strategies, designing the message, instructional delivery, and evaluation instruments.  A diagram of the model follows.

 


 

 

Although the elements are listed in a certain order, it's important to note that they are independent of one another, and should not be considered in any particular order.  In fact, the oval shape of the model is intended to express the idea that the model is nonlinear, and that instructional design is a continuous process that requires constant evaluation and revision.

 

More details on the nine elements follow.

 

  • Instructional problems - in this element, instructional problems are identified, and the goal(s) for designing the instructional program are specified.
  • Learner characteristics - in this element, any learner characteristics that should receive attention during planning are identified. 
  • Task analysis - in this element, the subject content is identified and the task components related to the stated goal(s) and purpose(s) are determined. 
  • Instructional objectives - in this element, the learners instructional objectives are stated.  
  • Content sequencing - in this element, the content for each instructional unit is sequenced for logical learning.
  • Instructional strategies - in this element, instructional strategies are developed so each learner can master the instructional objectives.
  • Designing the message - in this element, the instructional message is planned/designed.
  • Instructional delivery - in this element, how the instruction will be delivered is determined. 
  • Evaluation instruments - in this element, evaluation instruments to assess the instructional objectives are developed. 

 

Not to be overlooked, are the two ovals that surround the key elements.  The diagram suggests that the activities described in these ovals should “surround” the entire process, and that they should be ongoing throughout the project.  For example, “Formative Evaluation” and “Revision” (the two activities in the inner oval), should be done at each stage of the design process. 

 

As for “Planning,” “Support Services,” “Project Management,” and “Summative Evaluation” (the activities described in the outer oval) – the designer, on an ongoing basis, must select resources that support the instruction and learning activities of the program, and he/she must also assess the program outcomes. Although one might typically think of summative evaluation as the final step in an instructional design model, the Kemp Model views it as more of an ongoing activity.

 

Although the Kemp Model of instructional design is similar in many ways to other ID models, the fact that the key elements are independent, and need not be performed in any particular order is what distinguishes it from other models.

 


Next: Model Comparison


 

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