2. INTRODUCTION
The Kemp model, sometimes referred
to as the Morrison, Ross and Kemp
Model, has the four elements of design
that are an integral part course
development: students, objectives,
methods, and evaluation.
4. IN CONTRAST TO OTHER MODELS, SUCH AS THE DICK AND
CAREY MODEL, THE KEMP DESIGN MODEL ADOPTS A CIRCULAR
STRUCTURE, RATHER THAN ONE THAT IS LINEAR (AKBULUT,
2007). THIS CIRCULARITY IS ACHIEVED BY VIEWING THE NINE
CORE ELEMENTS OF THE MODEL AS INTERDEPENDENT RATHER
THAN SINGULAR AND INDEPENDENT. THIS ALLOWS
INSTRUCTIONAL DESIGNERS A SIGNIFICANT DEGREE OF
FLEXIBILITY, BECAUSE THEY ARE ABLE TO BEGIN THE DESIGN
PROCESS WITH ANY OF THE NINE COMPONENTS OR STAGES,
RATHER THAN BEING CONSTRAINED TO WORK IN A LINEAR
FASHION.
5. IN OTHER WORDS, DESIGNERS ARE NOT REQUIRED TO
CONSIDER THE COMPONENTS IN ANY PROSCRIBED
“ORDERLY WAY TO REALIZE THE INSTRUCTIONAL LEARNING
SYSTEMS DESIGN“(AKBULUT, 2007). DEPENDING ON THE
PROCESS, A NUMBER OF STAGES CAN BE ADDRESSED
SIMULTANEOUSLY, AND SOME DESIGN STAGES MAY NOT
EVEN BE REQUIRED. DUE TO THE INTERRELATION BETWEEN
COMPONENTS, THE DESIGN PROCESS BECOMES CYCLICAL,
OPEN TO ONGOING REVISIONS AND ADJUSTMENTS
AMONGST THE ELEMENTS, IN ORDER TO ACHIEVE THE
DESIGN BEST SUITED TO THE DESIRED LEARNING
OUTCOMES OF A COURSE.
6. IN GENERAL, TO ACHIEVE THESE RESULTS AN
INSTRUCTIONAL DESIGNER WILL NEED TO TAKE INTO
ACCOUNT NOT ONLY THE LEARNING OBJECTIVES, BUT
ALSO A NUMBER OF OTHER FACTORS, INCLUDING THE
NEEDS AND CHARACTERISTICS OF THE LEARNER, THE
INSTRUCTIONAL CONTENT AND ACTIVITIES (INCLUDING
TASKS AND PROCEDURES), INSTRUCTIONAL RESOURCES
AND SUPPORT SERVICES, AND LEARNER ASSESSMENT
AND EVALUATION TOOLS AND METHODS.
7. FOUR ESSENTIAL ELEMENTS DEFINED AS
THE BASIC FRAMEWORK FOR
INSTRUCTIONAL PLANNING
• LEARNER
• OBJECTIVE
S
• METHODS
• EVALUATIO
9. 1.DETERMINE THE SPECIFIC GOALS, AND
ALSO IDENTIFY POTENTIAL
INSTRUCTIONAL ISSUES
-THE FOCUS IS ON DEFINING THE LEARNING OUTCOMES
FOR THE COURSE. THIS INCLUDES WHAT THE STUDENT
NEEDS TO LEARN OR THE SKILLS THEY NEED TO ACQUIRE.
FOR INSTANCE, WHAT BROAD CONCEPTS, NEW KNOWLEDGE,
OR COURSE-SPECIFIC CONTENT SHOULD THE LEARNER BE
HAVE A FLUENT UNDERSTANDING ABOUT AT COURSE
COMPLETION? WHAT TASKS SHOULD THE LEARNER BE ABLE
TO PERFORM, OR WHAT SKILLS SHOULD THE LEARNER BE
ABLE TO DEMONSTRATE?
10. 2.IDENTIFY CHARACTERISTICS OF
LEARNERS THAT SHOULD BE TAKEN INTO
ACCOUNT DURING THE PLANNING
PROCESS
-THE FOCUS OF THE SECOND ELEMENT IS PHASE IS ON
THE LEARNING STYLES AND NEEDS OF STUDENTS, AS
WELL AS THE GERMANE COGNITIVE LOAD RELATED TO
TOPICS, TASKS, AND PROCEDURES.
11. 3.CLARIFY COURSE CONTENT, AND
ANALYZE THE PROPOSED TASK
COMPONENTS IN RELATION TO THE
STATED GOALS AND PURPOSES OF THE
COURSE
-THE THIRD ELEMENT IS SIMILAR TO THE THIRD STAGE OF
THE MODEL PROPOSED BY DICK AND CAREY, AS WELL AS
THE ANALYSIS STAGE IN THE ADDIE MODEL. IT IS A VERY
IMPORTANT ELEMENT, BECAUSE IT HELPS THE DESIGNER
TO BEGIN THINKING ABOUT THE OVERALL CONTENT OF
THE COURSE IN RELATION TO THE CHARACTERISTICS OF
THE LEARNER.
12. 4.DEFINE INSTRUCTIONAL OBJECTIVES AND
DESIRED LEARNING OUTCOMES
-THE FOURTH ELEMENT, CONTENT AND TASK ANALYSIS, IS
THE PHASE THAT MOST SPECIFICALLY FOCUSES ON THE
WHOLE LEARNER, AND DETERMINES THE DEPTH OF
UNDERSTANDING OF NEW MATERIAL THAT THE LEARNER
SHOULD BE ABLE TO DEMONSTRATE. BLOOM’S TAXONOMY IS
A GOOD RESOURCE FOR HELPING ASCERTAIN THE LEVEL THAT
A LEARNER CAN BE EXPECTED TO PROCESS NEW
INFORMATION.
13. 5.ENSURE THAT CONTENT FOR EACH
INSTRUCTIONAL UNIT IS STRUCTURE
SEQUENTIALLY AND LOGICALLY TO FACILITATE
LEARNING
- ELEMENT FIVE (DETERMINING OBJECTIVES FOR LEARNERS)
IS SIMILAR TO THE FIRST STAGE IN THE DICK AND CAREY
MODEL, WHICH DEALS WITH EXAMINING THE COURSE ILOS.
IN THIS PHASE, THE DESIGNER ANALYZES THE BROAD
LEARNING OBJECTIVES OF THE COURSE, AND TRANSLATES
THEM INTO MORE SPECIFIC AND DEFINED GOALS.
14. 6.DESIGN INSTRUCTIONAL STRATEGIES TO ENABLE
INDIVIDUAL LEARNERS TO MASTER THE CONTENT,
AND ACHIEVE DESIRED LEARNING OUTCOMES
-THE SIXTH ELEMENT IS THE DESIGN OF
ACTIVITIES THAT WILL ASSIST IN COURSE
FACILITATION.
15. 7.PLAN THE INSTRUCTIONAL MESSAGE AND THE
APPROPRIATE MODE OF DELIVERY
-IN THE SEVENTH PHASE, THE DESIGNER DECIDES WHAT
INSTRUCTIONAL RESOURCES ARE NECESSARY TO ALLOW
TEACHERS TO EFFECTIVELY TEACH, AND STUDENTS TO
EFFECTIVELY LEARN.
16. 8. DEVELOP EVALUATION INSTRUMENTS
SUITABLE FOR MEASURING AND ASSESSING
LEARNERS’ PROGRESS TOWARDS ACHIEVING
COURSE OBJECTIVES
-THE EIGHTH COMPONENT IS ONE WHICH IS UNIQUE IN THE KEMP
MODEL, BECAUSE IT TAKES INTO ACCOUNT SUPPORT SERVICES THAT
ARE AVAILABLE, OR THAT MAY BE REQUIRED, TO FACILITATE BOTH
TEACHING AND LEARNING ACTIVITIES. FOR INSTANCE, THE
INSTRUCTIONAL DESIGN MAY SPECIFY A REQUIREMENT FOR
TECHNOLOGICAL SUPPORT PERSONNEL, OR SPECIAL EDUCATION
ASSISTANTS.
17. 9. CHOOSE THE APPROPRIATE RESOURCES
THAT WILL SUPPORT BOTH TEACHING AND
LEARNING ACTIVITIES
-THE FINAL COMPONENT, WHICH DEALS WITH FORMATIVE
AND SUMMATIVE EVALUATIONS AND ASSESSMENT MODES,
IS SIMILAR TO AT LEAST TWO OTHER MODELS (SPECTOR,
MERRILL, VAN MORRIENBOER & DRISCOLL, 2008).
18. REFERENCES:
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).
MORRISON, G. R., ROSS, S. M., KEMP, J. E., & KALMAN, H. (2010). DESIGNING EFFECTIVE
INSTRUCTION. JOHN WILEY & SONS.
SPECTOR, J. M., MERRILL, M. D., VAN MORRIENBOER, J., & DRISCOLL, M. (2008). PERSPECTIVE
PRINCIPALS FOR INSTRUCTIONAL DESIGN. IN HANDBOOK OF RESEARCH ON EDUCATIONAL
COMMUNICATIONS AND TECHNOLOGY (3RD ED., PP. 173-183). NEW YORK, NEW YORK:
ROUTLEDGE.
