6. Kemp, J. & Smellie, D. (1994). Planning, producing, and using instructional technologies, Seventh Edition. HarperCollins Publishers. Kemp Model Graphic
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8. What We Want to Learn In what learning situations do the strengths of each model make it more ideal over the other?
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10. E valuation - revise and correct to improve select resources to support instruction and learning activities U tilitzation of materials develop evaluation instruments to assess objectives R equire learners performance - authentic assessment plan instructional message and delivery S election of media design instructional strategies so that each learner can master objectives sequence content within each instructional unit for logical learning state instructional objectives for the learner S tatement of the objectives identify subject content, analyze task components related to goals examine learner characteristics A nalysis of learners Planning, Revision, Evaluation, Management identify instructional problems and specify goals Components of the Kemp Model Components of the ASSURE Model Side-by-Side Comparison
11. Respiratory Lessons Sequencing Content: Learners will learn the path of air from inhale to exhale. While learning the path, the learner will learn the parts of the respiratory system. Instructional Objectives: Given a diagram of the respiratory system, students will be able to label the parts Students will be able to explain, in writing, how the respiratory system works from inhale to exhale Statement of Objectives: Given a diagram of the respiratory system, students will be able to label the parts Students will be able to explain, in writing, how the respiratory system works from inhale to exhale Subject Content and Task Components: Students will read the chapter on the respiratory system Students will label a respiratory diagram using the internet Students will watch a video on respiratory processes Students will work in groups to explain possible scenarios when inhaling dust Learner Characteristics: Age/Grade- 13-14 year old in 8 th grade Learning Style-Teacher-led instruction Learners’ skills-Students have basic keyboarding, internet search knowledge Prior Knowledge- Students have a basic knowledge of the respiratory system Analysis: Age/Grade-13-14 year old in 8 th grade Learning style- Most prevalent is teacher-led instruction Learners’ skills-Students have basic keyboarding, internet search knowledge Prior Knowledge- Students have a basic knowledge of the respiratory system Planning, Revision, Evaluation, Management Instructional Problems and Goals: Problem -Students do no have a thorough, working knowledge of respiratory system Goals -Given a diagram of the respiratory system, students will be able to label the parts and students will explain, in writing, how the respiratory system works from inhale to exhale Kemp Model ASSURE Model
12. Respiratory Lessons Evaluation: Final assessment consisting of diagram labeling and respiratory processes essay Resources: A projector will be used for class to view respiratory video and discuss. Students will work individually on computer to label parts of respiratory diagram Utilization of Materials: A projector will be used for class to view respiratory video and discuss. Students will work individually on computer to label parts of respiratory diagram Evaluation Instruments: Learners will compare diagrams for accuracy Students will explain possible scenarios when inhaling dust Require Learners Performance: Learners will compare diagrams for accuracy Students will explain possible scenarios when inhaling dust Instructional Message and Delivery: Diagram of Respiratory System Video of Respiration taking place Selection of Media: Diagram of Respiratory System Video of Respiration taking place Planning, Revision, Evaluation, Management Instructional Strategies: Students will imagine themselves in a capsule tracking the course of the respiratory system and write a story. Kemp Model ASSURE Model
17. Resources Academy Of Teaching Excellence. (2002). ASSURE model . Retrieved July 4, 2009, from Metropolitan State College of Denver Web site: http://www.mscd.edu/~act2/courseconstruct/assure.html Akbulut, Y. (2007). Implications of two well-known models for instructional designers in distance education: Dick-carey versus morrison-ross-kemp. Online Source, , . Retrieved from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_ Callison, D. (2009). Instructional models (part III). School Library Media Activities Monthly, 19 (3), 36. Retrieved from Research Library Web site: http://pathfinder.utb.edu:2072/pqdweb?index=9&did=224248051&SrchMode=3&sid=1&Fmt=6&VInst=PROD
18. Resources (continued) Hanley, M. (2009, June 10). Discovering instructional design 11: the kemp model. Retrieved July 4, 2009, from http://elearningcurve.blogspot.com/2009/06/discovering-instructional-design-11.html Hanley, M. (2009, June 24). ASSURE model: Discovering instructional design 18. Retrieved July 4, 2009, from http://elearningcurve.blogspot.com/2009/06/assure-model-discovering-instructional.html Holistic Education Network. (2009). What is holistic education? Retrieved July 12, 2009, from http://www.hent.org/intro2.htm Human Resource Development. (n.d.). ASSURE model of learning . Retrieved July 4, 2009, from Tripod Web site: http://itchybon1.tripod.com/hrd/id15.html
19. Resources (continued) Mappin, Phan, Kelly, and Bratt (1998) (Mappin D Phan R Kelly M Bratt S 1998 Module 4: An overview of instructional systems design)Mappin, D., Phan, R., Kelly, M., & Bratt, S. (1998). Module 4: An overview of instructional systems design . Retrieved July 4, 2009, from University of Alberta Web site: http://www.quasar.ualberta.ca/edit573/modules/module4.htm Office Of Information Technology. (2003, July 27). Assure learning through the use of the ASSURE model . Retrieved July 4, 2009, from Valencia Community College Web site: http://www.valenciacc.edu/oit/articles/articles_detail.cfm?ID=45
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