QIM 501E:
INSTRUCTIONAL DESIGN & DELIVERY
JERROLD KEMP
INSTRUCTIONAL DESIGN MODEL
by:
SITI NOR JANNAH AHMAD
(P-QM0030/10)
Lecturer:
DR. BALAKRISHNAN MUNIANDY
BIOGRAPHY
MODEL
BIOGRAPHY
INTRODUCTION
DESCRIPTION
SAMPLE
SUMMARY
REFFERENCES
Dr. Jerrold Kemp is retired from his
positions as professor of education
and coordinator of media production
and instructional development services
at San Jose State University, jobs he
held for 30years.
A former president of the Association for Educational
Communications and Technology, he
is author or co-author of five textbooks and has
consulted on innovative educational projects and
practices in numerous schools, universities, and
agencies in foreign countries and UNESCO.
Dr. Kemp is the Year 2000 TECHNOS Press Author.
MODEL
1985
1994
KEMP’s MODEL
Kemp proposed this model based on the following beliefs:
The design belief: ID is a continuous cycle with revision
as an ongoing activity associated with all of the other
elements.
The four essential elements of instructional technology :
students, objectives, method, and evaluation
The characteristics of the model
1. A general systems view of development: all elements
are interdependent
2. All the elements can be performed simultaneously
3. Developer can start anywhere
4. Learning needs, goals, priorities and constraints
determine the instructional solutions.
In 1994, Kemp, Morrison and Ross modified Kemp's model
(1985), adding two more components, i.e. planning and
support service, and separating formative and summative
into different levels of the model.
MODEL
MODEL
BIOGRAPHY
INTRODUCTION
DESCRIPTION
SAMPLE
SUMMARY
REFFERENCES
1985
1994
INTRODUCTION
MODEL
BIOGRAPHY
INTRODUCTION
DESCRIPTION
SAMPLE
SUMMARY
REFFERENCES
The oval shape of the model gives the designer the
sense that the design and development process is a
continuous cycle that requires constant planning,
design, development and assessment to insure
effective instruction.
The model is holistic and nonlinear. The elements are
not connected with lines or arrows. So that, designers
may use the model flexibly to suit their own needs.
Revision encircles all nine elements of model.
The two outer ovals illustrate the feedback, which
allows the designer to make changes in the content
or treatment of elements at any time during the
development cycle.
All programs or projects may not require all nine
elements.
1/2
INTRODUCTION
Next, the designer addresses the nine elements of the model.
These elements are independent of each other in that they do not
need to be considered in order nor must one start with a particular
element. The nine elements are:
1. Identify instructional problems, and specify goals for designing
an instructional program.
2. Examine learner characteristics that should receive attention
during planning.
3. Identify subject content, and analyze task components related
to stated goals and purposes.
4. State instructional objectives for the learner.
5. Sequence content within each instructional unit for logical
learning.
6. Design instructional strategies so that each learner can master
the objectives.
7. Plan the instructional message and delivery.
8. Develop evaluation instruments to assess objectives.
9. Select resources to support instruction and learning activities.
DESCRIPTION
INSTRUCTIONAL PROBLEM
The specification of objectives plays a key role in
systematically planning instruction as it indicates what
learners are expected to do after completing a unit of
instruction in precise and unambiguous terms.
Objectives are important to both learners and
instructors. They help learners plan their studies and
guide the instructors in planning instruction.
Objectives for learning can be grouped into three
major domains: cognitive, psychomotor, and affective.
These three areas are closely related.
Understanding the level within each domain helps
planning instruction.
DESCRIPTION
LEARNER CHARACTERISTIC
Different students learn in different ways.
Some students profit more from a visual or verbal and
some from physical activities and the manipulation of
objects. Many students benefit from combinations of
these three approaches.
There are many traits that differentiate learners and
those different characteristics such as capabilities,
needs, and interests should affect the emphases
instructional planning. For example, the choice of
sequencing of objectives, the depth of treatment, and
the variety of learning activities.
Therefore, when designing an instructional plan, the
important task for the designer is to identify those
most critical to the attainment of the instructional
objectives.
DESCRIPTION
LEARNER CHARACTERISTIC
Here are some element that designer should take
alert:
Types of Learner Characteristics
General characteristics: gender, age, work
experience, education, and ethnicity.
Learning styles; Visual, sensory, intrinsic etc.
Specific entry competencies: prerequisite skills
and attitudes that students must possess in
order to benefit from instruction.
Personal and Social Characteristics
Obtaining academic information, especially related to
learners’ skills and knowledge is useful for conducting
pretests, which may be required, in the instructional
design process.
DESCRIPTION
TASK ANALYSIS
Task analysis is the most critical part of the
instructional design process as it defines the content
used to identify objectives, design the instructional
strategies, develop test items, and create instruction.
If the content is not defined, then there is little value
for designing an instructional strategy, producing
appropriate media, or conducting and evaluation.
Task analysis solves three problems for the designer:
1. Defining the content needed to address the
instructional problem or need.
2. Facilitating to identify subtle steps in the
designing process.
3. Providing opportunities for the designer to view
the content from the learner’s perspective and
to develop appropriate teaching strategies.
DESCRIPTION
TASK ANALYSIS
Kemp identified three methods for analyzing content
and task:
1. Topic analysis.
2. Procedural analysis.
3. Critical incident analysis.
DESCRIPTION
INSTRUCTIONAL OBJECTIVES
The specification of objectives plays a key role in
systematically planning instruction as it indicates what
learners are expected to do after completing a unit of
instruction in precise and unambiguous terms.
Objectives are important to both learners and
instructors. They help learners plan their studies and
guide the instructors in planning instruction.
Objectives for learning can be grouped into three
major domains: cognitive, psychomotor, and affective.
These three areas are closely related.
Understanding the level within each domain helps
planning instruction.
DESCRIPTION
CONTENT SEQUENSING
Sequence is the efficient ordering of content to help
learner achieve the objectives. Some topics have an
obvious sequence, whereas some don’t.
There are several methods of sequencing content.
One is prerequisite method based on Gagne’s
concept of hierarchical intellectual skills.
Second are by Posner and Strike that they suggested
three sequencing strategies based on learningrelated, world related, and concept-related content.
Another approach is elaboration theory based on
whether the learner is developing task expertise or
concept expertise.
DESCRIPTION
INSTRUCTIONAL STRATEGIES
To design effective instruction, the designer must
concentrate on how to present each individual
objective to facilitate learner to achieve the objective.
Instructional strategies prescribe sequences and
methods of instruction to achieve the objective.
DESCRIPTION
INSTRUCTIONAL STRATEGIES
Based on Janassen, Eittrock, Craik and lockhart’s
viewpoints on learning, Kemp identified prescriptions
as a basis guide for teaching facts, concepts,
principles or rules, procedure, interpersonal skills,
and attitudes. Each prescription involves two
components.
The first component is the initial presentation of the
content for the learner.
The second components if the prescription is a
generative strategy to make the content meaningful
and to encourage active processing by the student.
The generative strategies include recall, integration,
organization, and elaboration.
DESCRIPTION
DESIGNING THE MESSAGE
Based on Janassen, Eittrock, Craik and lockhart’s
viewpoints on learning, Kemp identified prescriptions
as a basis guide for teaching facts, concepts,
principles or rules, procedure, interpersonal skills,
and attitudes. Each prescription involves two
components.
The first component is the initial presentation of the
content for the learner.
The second components if the prescription is a
generative strategy to make the content meaningful
and to encourage active processing by the student.
The generative strategies include recall, integration,
organization, and elaboration.
DESCRIPTION
INSTRUCTIONAL DELIVERY
Once the instructional strategies are designed, the
instructional designer must make a decision on how
to deliver the instruction to the target learners.
The choice of a delivery method is limited by the
objectives and the instructional environment.
Tessmer and Harris (Kemp, 1999) suggested an
environmental analysis to identify the limitations of
the instructional environment and then determine the
format of delivering instruction.
There are three different instructional delivery
methods; group presentation (lecture), self-pace
instruction, and small-group activities.
DESCRIPTION
EVALUATION INSTRUMEN
Evaluating learning is essential in the instructional
design process. The overall purpose of evaluation is
to determine the success of a course or unit of
instruction.
The evaluation results can also be used for improving
teaching and for identifying the effectiveness of the
course.
Kemp’s model has two features: formative evaluation
and summative evaluation. These two approaches go
hand in hand to evaluate the whole process of the
instructional model.
DESCRIPTION
EVALUATION INSTRUMEN
Formative Evaluation
Formative evaluation takes place during the
developmental process. Its function is to provide
input into design changes which could affect the
learning of desired learning audience. Formative
testing and revision are important for the success
of an instructional design plan.
Summative Evaluation
Summative evaluation comes after the product is
completed and the data is collected. It is used to
measure the outcomes attained by the end of the
course. Revision of the instructional plan would
increase precision of the instruction to the
learning targets or broaden the definition of the
learning population.
DESCRIPTION
EVALUATION INSTRUMEN
Relationship Between Evaluation and
Instructional Objectives
Whatever approach is used, there must be a
direct relationship between instructional
objectives and assessment measure. There are
two key ideas crucial to develop ways for
evaluating instructional objectives. First, obtain a
good match between types of instruments and
types of objectives. Second, consider using
several data sources to gain as complete a
picture as possible about the degree of learner
achievement of each objective and the process
involve.
SAMPLE
INSTRUCTIONAL PROBLEM
The director of Continual Education Division at CMC College decides to hold a
Intervention Program for Improving the students’ English proficiency (IPM). There are
50 students, recruited from the work force, studying in the Division. Most of the
students left school for quite a long time. They didn’t have many chances to learn
English. Some students graduated from vocational schools have very limited basis in
English. The director knows asked for your help. How would you design an
intervention program for the students using Kemp model?
1. Conduct needs analysis to identify students’ problems
-The students are unmotivated.
-The content taught is not applicable to their career.
-The students’ abilities in English vary.
2. List the purpose of the planned intervention program?
-To increase students’ ability in English.
-To motivate students.
3. Why should an intervention program designed?
-To make instruction more effective.
-To enhance learning.
-To increase students’ academic attainment.
SAMPLE
LEANER CHARACTERISTIC
For the IPM project, you have identified the problems based on the needs
assessment. The second step is to analyze students’ characteristics as students
characteristics will affect your decisions concerning the selection of objectives, lever at
which to start a topic, depth of treatment, and variety and extent of learning activities
to be planned.
Students’ characteristics:
1. 50 adult students
2. Age: 25 – 50
3. Four language skills: below average to average. There
is a wide range of the language skills among students.
4. Academic achievement: Most of the students did not
have high achievement in high school.
5. English is required course. Most students are afraid of it
and are not interested in it. Some would like to learn
more because of job need or personal interest.
SAMPLE
TASK ANALYSIS
After analyzing students’ characteristics, identify a subject matter expert. In
this case, the subject matter expert is an English teacher. Contact the
expert(s) and discuss with him (them) about the problems and prepare a brief
summary of the target populations. During the discussion, inquire if any
special equipment is needed.
Topic analysis on sentence patterns:
Basic sentence parts and patterns
1. Subjects and Verbs
Complete subjects and
predicates
Fragments
Simple subjects and
predicates
2. Subjects in different kinds of
sentences
Four functions of sentences
3. Complements
Direct objects
Indirect objects
Objective complements
Subjective complements
4. Basic sentence patterns
Five basic patterns with
complements
*Sentence patterns with t
ransitive verbs (3 patterns)
*Sentence patterns with ling
verbs (2 patterns)
Inverted patterns
SAMPLE
INSTRUCTIONAL OBJECTIVES
Instructional objectives play a key role in systematically planning instruction.
Objectives should be described in precise, unambiguous terms.
The following provides examples of instructional objectives concerning the IPM
project:
Cognitive objectives
Topic: Sentence patterns
- Given 10 sentences, the students are able to identify subjects with
100% accuracy.
- Given 10 sentences, the students are able to identify verbs with 100%
accuracy.
- Given 10 sentences, the students are able to identify direct objects
with 90 % accuracy.
- Given 10 sentences, the students are able to identify indirect objects
with 90 % accuracy.
- Given 10 sentences, the students are able to identify objective
complements with 80 % accuracy.
- Given 10 sentences, the students are able to identify subjective
complements with 80% accuracy.
- Given 10 sentences, the students are able to identify sentence
patterns with 80% accuracy.
SAMPLE
CONTENT SEQUENCING
Content sequencing is the most effective way to help learners attain the objectives.
There are some methods of content sequencing such as learning-relating sequencing,
world-related sequencing, concept-related sequencing, content-expertise sequencing,
and so forth.
For example, the strategy for learning-related sequencing is based on the five student
learning concepts: identifiable prerequisite, familiarity, difficulty, interest, and
development. The following is an example of content sequencing.
SAMPLE
CONTENT SEQUENCING
Identifiable prerequisite
- Teach a skill required to perform anther skill first.
- Teaching sentence patterns before teaching writing.
Familiarity
- Begin with the most familiar information and then progress to
the most remote.
- Teaching about the native culture before teaching about
foreign culture.
Difficulty
- Teach the less difficulty before the more difficulty.
- Teach how to write a paragraph before teaching a whole
essay.
Interest
- Begin with the topics or tasks that will create the most learner
interest.
- Teach astrology before teaching religion.
Development
- Ensure that the learner has reached the appropriate
developmental level before teaching a task or topic.
- Teach students to recognize phonics before teaching spelling.
SAMPLE
INSTRUCTIONAL STRATEGIES
Designing the instructional strategies is probably the most crucial step in the
process and can contribute the most to making the instruction successful.
Here is an example of instructional strategies on teaching American culture:
1. Pick a topic about holidays that students are familiar
with, for example, Christmas. Show students
pictures by using computers.
2. Divided the students into small groups and ask them
to discuss about Christmas.
3. Write a group project about Christmas based on their
discussion.
SAMPLE
DESIGN THE MESSAGE
There are three sections in the message design process.
The following example pretest is used with a unit about the origins of
holidays.
1. Pre-instructional strategy: using pretest as cues of the teaching
content.
- What are the three most important holidays for Taiwanese
people?
- What do you usually eat on Moon Festival?
- Who will you think about on Dragon-boat festival?
2. Signaling the structure of text: using heading to signal the change of
ideas and to provide the learner with a picture of how the text is
organized. For example: The heading of a unit about holidays might be
as follows:
- Important Holidays for Taiwanese People
- The Origins of Holidays
- Food and activities/events related to holidays
- The impact of Technology on holidays
3. Use of pictures and graphics
- Show the students the pictures of how older people celebrated
the
holidays.
SAMPLE
INSTRUCTIONAL DELIVERY
The most common means of delivery is the lecture. In Language
classroom, the best way for instruction is self-pace learning. However, due
to the time that the instructor could engage, the learning environment, the
cost of delivery system, mixed delivery is applicable in the classroom.
For example, the instructor could teach complicated concepts about
grammar in a lecture format. Then the instructor could divide the students
into pairs or small groups for students to work on simple ideas. The
instructor might use language lab or computers to delivery the teaching
materials.
SAMPLE
EVALUATION INSTRUMENT
Two evaluation methods are used in this model, formative and summative
evaluation.
During the whole process, formative evaluation is used to revise and test the
instructional plan. Summative evaluation is used to measure the learning
outcomes. An example of evaluation on the unit of teaching American culture
might be as the following:
Formative evaluation: Using small-group testing, field
testing, questionnaires, survey, or observation to refine
instruction at different developmental stages.
Summative evaluation: Using standard tests, student
self-evaluation, or feedback to assess students’
achievement
SUMMARY
MODEL
BIOGRAPHY
INTRODUCTION
DESCRIPTION
SAMPLE
SUMMARY
This model takes an holistic approach to
instructional design which focuses on analogies
and discovery type learning. Kemp utilizes all
factors in the learning environment including
subject analysis, the learners characteristics
earning objectives teaching activities, recourses
which will be utilized, support services requires
as well as evaluation. This model allows for
constant revision to occur.
REFFERENCES
CHART 1
CHART 2
CHART 1
CHART 2
CHART 1
CHART 2
REFFERENCES
MODEL
BIOGRAPHY
INTRODUCTION
DESCRIPTION
SAMPLE
SUMMARY
REFFERENCES
Book:
Kemp, J. (1985). The Instructional Design Process. New Yrok, NY: Harper
Row.
Websites:
Instructional System Desigm Model
1. ISU College of Education
http://ed.isu.edu/depts/imt/isdmodels/index.html
2. Gus Prestera’s Homepage
http://www.effectperformance.com/sites/prestera/html/M4/L1%20%20ISD/M4L1P1.htm
The Use of Traditional Instructional Systems Design Models for eLearning
http://www.herridgegroup.com/pdfs/The%20use%20of%20Traditional%20I
SD%20for%20eLearning.pdf
EduWiki; Kemp Design Model
http://edutechwiki.unige.ch/en/Kemp_design_model
Discovering the Instructional Design; The Kemp Model
http://michaelhanley.ie/elearningcurve/discovering-instructional-design-11the-kemp-model/2009/06/10/
What is the Jerrold Kemp Instructional Design Process or Model?
http://www.thetrainingworld.com/faq/deskemp.htm
Instructional Design Resources;
http://web.viu.ca/lizhk/IDesign/ISDresources.htm
THANK YOU
SELAMAT HARI
RAYA
AIDILFITRI