A Different Look at Instructional Design

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).