The Kemp Model of Instructional Design

Dwi Setiyawan  
1507042027

A. Theoretical Background

The Kemp Design Model draws from a number of different disciplines and approaches to instructional design (Morrison, Ross, and Kemp). Morrison et al., (2010) believe that there is “never one perfect approach to solving an instructional design problem.” The Kemp Model thus incorporates both behavioral and cognitive approaches (Morrison et al., 2010). 

The Kemp Design Model takes into consideration the uniqueness of each individual designer, and is flexible - understanding that each project may start and finish with a different stage in the design process (Morrison et al., 2010). This instructional design approach can be used in a range of settings, industries, and contexts including business, higher education, k-12, medical, military, and government (Morrison et al., 2010). 

B. Introduction

The Kemp Instructional Design model is an instructional design method that draws from a number of disciplines and approaches to instructional design (Morrison et al., 2010). Also known as the Morrison, Ross, and Kemp Model, this instructional design framework outlines nine circular, non-linear stages that allow the instructional designer to:

·       determine the needs of the learner

·       define the topics for instruction

·       outline the content, tasks, and procedures

·       analyze the characteristics of the learner

·       define the learning objectives

·       design the instructional activities and instructional resources

·       identify available support services and design the assessment and evaluation tools (Kramer, 2013).

Unlike other instructional design models like the Dick and Carey Model, The Kemp Design Model is circular, rather than linear (Akbulut, 2007). That is, the nine elements of this model are interdependent and are not “required to be considered in an orderly way to realize the instructional learning systems design” (Akbulut, 2007). 

Morrison et al. (2010) highlight four essential elements that form the framework of instructional planning:

• Learners 
• Objectives 
• Methods 
• Evaluation

These components are interrelated and have the potential to make up an entire instructional design plan (Morrison et al., 2010). When integrated with the additional five components as outlined by the Kemp Design Model, a complete instructional design model is formed (Morrison et al., 2010). 

C. 9 Elements of the Kemp Model

The following nine elements are the basic components that make up the Kemp Design process. They are interdependent and are presented in an oval shape to reflect the flexibility of the process – and that there is no specific order in completing the process (Morrison et al., 2010).

9 Elements of the Kemp Model
Element	Description
Instructional     Problems	Identify the instructional problems and determine the goals for the program you will be designing (Giles, 2013).
Learners    Characteristics	Explore the characteristics and needs of learners. Identify the characteristics that will influence and guide the planning process (Giles, 2013).
Task Analysis	One of the most important stages of the design process. Use this stage to understand what knowledge and procedures you need to include in the instruction to help the learner master the learning objectives (Morrison et al., 2010).
Instructional  Objectives	Identify the instructional and learning objectives. Specify exactly what the learner must learn and master. The objectives offer a sort of map for designing the instruction (Morrison et al., 2010).
Content  Sequencing	Arrange content in a logical order for effective learning. The order in which the information is presented plays an important role in helping the learner understand and learn the information (Morrison et al., 2010).
Instructional  Strategies	This is considered the creative step. This stage involves designing creative and innovative strategies to present the information, and help learners reach the stated learning objectives (Morrison et al., 2010).
Designing the  Message	Plan and design the instructional message and decide how it is to be conveyed (Giles, 2013). The message is the pattern of words and pictures used to communicate with learners, and the process is the act of arranging the words and pictures (Morrison, et al., 2010).
Instructional    Delivery	Design and/or select resources and materials to support instructional activities (Giles, 2013).
Evaluation  Instruments	Develop evaluation instruments that will be used to assess and evaluate learner’s mastery of the learning objectives (both summative and formative) (Morrison, et al., 2010).

D. Uses of the Kemp Design Model

The comprehensive nature of the Kemp Design Model make it an appropriate tool for “designing large online instructional modules”, but too "unwieldy for developing short, single-purpose lessons” (Kranch, 2008). “This model also assumes a constant level of development effort throughout the instructional cycle” (Kranch, 2008). 

The Kemp model is ideal for large instructional design projects where there will be a number of team members contributing to the process (Giles, 2013). In this sense, team members can contribute to the various stages and elements simultaneously (Giles, 2013).

E. References

Akbulut, Y. (2007). Implications of Two Well-Known Models for Instructional Designers in Distance Education: Dick-Carey versus Morrison-Ross-Kemp.Online Submission.

Gustafson, K. L., & Branch, R. M. (2002). What is instructional design. Trends and issues in instructional design and technology, 16-25.

Kramer, E. (2013, March). Instructional Design Models and Their Effectiveness For Asynchronous Online Curriculum Development. In Society for Information Technology & Teacher Education International Conference (Vol. 2013, No. 1, pp. 645-652).

Kranch, D. A. (2008). Getting it right gradually: An Iterative Method for Online Instruction Development. Quarterly Review of Distance Education,9(1).

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.