As
I have worked my way through the Learning Technologies master’s program at The
University of north Texas, I have had the opportunity to learn more about instructional
design. In my initial instructional design class, we were introduced to the
ADDIE model (analysis, design, development, implementation, and evaluation).
However, there are many other models available to use when designing
instruction. As I began to research the other models, one of the models seemed
very interesting to me. The Kemp Model of instructional design looked like a
model that I would prefer to use when designing instruction. In this model, Jerold
Kemp list nine components of instructional design (Akbulut, 2007).
1. Identify
instructional problems and goals to address the problems
2. Examine
learner characteristics
3. Identify
subject content and how the tasks will support the goals
4. State
instructional objectives
5. Sequence
content within units for logical thinking
6. Design
instructional strategies that support learner mastery of objectives
7. Plan
the instructional delivery
8. Develop evaluations to assess objectives
9. Select
resources to support instruction as well as learning activities
Akbulut
(2007) goes on to explain the main points of the Kemp Model are what makes it
different from other models. First, the Kemp Model looks at instruction from
the viewpoint of the student by looking at the learner characteristics. Second, the model illustrates that
instructional design is a continuous process. And lastly, the model puts
greater emphasis on the management of the design process.
As
I examined the Kemp Model and compared it to the ADDIE model, one of the main
differences I found was that the Kemp Model allows for flexibility. The Kemp Model
does not require the designer to work in a linear fashion through the steps as
the ADDIE Model does. In the Kemp Model,
all components work together so that the instructional design is continuously considering
each component. Additionally, in the Kemp Model, the designers may not use
every single component to design the instruction.
The
more I looked at the Kemp Model, I realized that in my daily tasks of designing
instruction in my career, I incorporate the components of this model more than
any other model. With the flexibility allowed in the Kemp Model, it allows for
me to constantly redefine the instructional design that I am creating.
It
is important however to distinguish the differences between an instructional design
model as opposed to a theoretical model. An instructional design (ID) model is
put in place to identify and address a problem where the theoretical theory determines
how the problem will be presented to the learner. The ID model gives structure to
the creation of instruction where the theoretical theory focuses on the
implementation of the instruction and how the students will learn the
objectives. So in the end, a good instructional design will include activities
that support the theoretical theory so that mastery of the stated objectives may
be reached. When working with a client, the instructional designer must keep an
open line of communication line so that the theoretical model implemented and the
instructional model used will produce the training needed for the client.
Reference
Akbulut,
Y. (2007). Implications of two well-known models for instructional designers in
distance education: Dick-Carey versus Morrison-Ross-Kemp.Turkish Online
Journal of Distance Education, 8(2).
