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JERROLD KEMP
INSTRUCTIONAL DESIGN MODEL
by:
SITI NOR JANNAH AHMAD
(P-QM0030/10)
Lecturer:
DR. BALAKRISHNAN MUNIANDY
BIOGRAPHY
MODEL Dr. Jerrold Kemp is retired from his
positions as professor of education
BIOGRAPHY and coordinator of media production
and instructional development services
INTRODUCTION
at San Jose State University, jobs he
held for 30years.
DESCRIPTION
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
BIOGRAPHY
INTRODUCTION
DESCRIPTION
SAMPLE
SUMMARY
REFFERENCES
1985 1994
INTRODUCTION
MODEL The oval shape of the model gives the designer the
sense that the design and development process is a
BIOGRAPHY continuous cycle that requires constant planning,
design, development and assessment to insure
INTRODUCTION
effective instruction.
The model is holistic and nonlinear. The elements are
DESCRIPTION
not connected with lines or arrows. So that, designers
SAMPLE may use the model flexibly to suit their own needs.
Revision encircles all nine elements of model.
SUMMARY The two outer ovals illustrate the feedback, which
allows the designer to make changes in the content
REFFERENCES 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:
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.
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
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
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.
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.
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
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.
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.
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.
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?
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: Direct objects
Basic sentence parts and patterns Indirect objects
Objective complements
1. Subjects and Verbs Subjective complements
Complete subjects and 4. Basic sentence patterns
predicates Five basic patterns with
Fragments complements
Simple subjects and *Sentence patterns with t
predicates ransitive verbs (3 patterns)
2. Subjects in different kinds of *Sentence patterns with ling
sentences verbs (2 patterns)
Four functions of sentences
3. Complements 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.
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:
REFFERENCES
CHART 1 CHART 2
CHART 1
CHART 2
CHART 1
CHART 2
REFFERENCES
Book:
Kemp, J. (1985). The Instructional Design Process. New Yrok, NY: Harper
MODEL Row.
BIOGRAPHY Websites:
Instructional System Desigm Model
1. ISU College of Education
INTRODUCTION http://ed.isu.edu/depts/imt/isdmodels/index.html
2. Gus Prestera’s Homepage
DESCRIPTION http://www.effectperformance.com/sites/prestera/html/M4/L1%20-
%20ISD/M4L1P1.htm
The Use of Traditional Instructional Systems Design Models for eLearning
SAMPLE http://www.herridgegroup.com/pdfs/The%20use%20of%20Traditional%20I
SD%20for%20eLearning.pdf
SUMMARY EduWiki; Kemp Design Model
http://edutechwiki.unige.ch/en/Kemp_design_model
Discovering the Instructional Design; The Kemp Model
REFFERENCES http://michaelhanley.ie/elearningcurve/discovering-instructional-design-11-
the-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