6321 ID KEMP VS ASSURE

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6321 Instructional Design Project

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6321 ID KEMP VS ASSURE

  1. 1. Kemp vs ASSURE : A closer look at how problems are solved By Rogelio Campa, Lynda Cannedy, Amy Flores, & Jenna Springfield
  2. 2. Why Kemp and ASSURE? <ul><ul><li>Many models available </li></ul></ul><ul><ul><li>Both models designed for educational purposes </li></ul></ul><ul><ul><li>Similar amounts and types of steps </li></ul></ul>
  3. 3. What We Know
  4. 4. Conceptual Backgrounds <ul><li>Morrison, Ross, Kemp Model </li></ul><ul><ul><ul><li>systemic, holistic approach to problem solving </li></ul></ul></ul><ul><ul><ul><li>focus on iterative, circular cycle  </li></ul></ul></ul><ul><ul><ul><li>designed for classroom teachers who are instructional designers </li></ul></ul></ul><ul><li>ASSURE Model </li></ul><ul><ul><ul><li>created by Heinich, Molenda, Russell in 1999 </li></ul></ul></ul><ul><ul><ul><li>based on Gagne's Events of Instruction </li></ul></ul></ul><ul><ul><ul><li>constructivist basis with focus on learner </li></ul></ul></ul><ul><ul><ul><li>linear, systematic, procedural process </li></ul></ul></ul>
  5. 5. Kemp Model      <ul><li>        </li></ul><ul><ul><ul><li>Has nine steps </li></ul></ul></ul><ul><ul><ul><li>Circular not linear </li></ul></ul></ul><ul><ul><ul><li>Each element is interdependent </li></ul></ul></ul><ul><ul><ul><li>Systems or object-oriented view toward development </li></ul></ul></ul><ul><ul><ul><li>Flexible and adaptive </li></ul></ul></ul><ul><ul><ul><li>Emphasizes management of the design process </li></ul></ul></ul>
  6. 6. Kemp, J. & Smellie, D. (1994). Planning, producing, and using instructional technologies, Seventh Edition.   HarperCollins Publishers. Kemp Model Graphic
  7. 7. ASSURE Model      <ul><li>A nalysis of learners </li></ul><ul><ul><ul><li>skills, styles, prior knowledge, attitude, age, grade </li></ul></ul></ul><ul><li>S tatement of the objectives </li></ul><ul><ul><ul><li>clear, sound, systematic, observable behavior </li></ul></ul></ul><ul><li>S election of media and materials </li></ul><ul><ul><ul><li>relevant, bridges new technology with existing materials </li></ul></ul></ul><ul><li>U t ilization of materials </li></ul><ul><ul><ul><li>interesting, appropriate, conditions, equipment </li></ul></ul></ul><ul><li>R equire learner performance </li></ul><ul><ul><ul><li>practice, feedback, activities, authentic assessment </li></ul></ul></ul><ul><li>E valuation </li></ul><ul><ul><ul><li>revise, improve to achieve objectives </li></ul></ul></ul>
  8. 8. What We Want to Learn In what learning situations do the strengths of each model   make it more ideal over the other?
  9. 9. Application of Models <ul><ul><li>True understanding comes through application </li></ul></ul><ul><ul><li>Side-by-side examination </li></ul></ul><ul><ul><li>Creation of dual lesson plans (The Respiratory System) </li></ul></ul>
  10. 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. 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. 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
  13. 13. What We Have Learned
  14. 14. Understanding Kemp   <ul><li>Strengths </li></ul><ul><ul><ul><li>circular design allows designers to begin at any point </li></ul></ul></ul><ul><ul><ul><li>allows for adaptability and creativity in implementation </li></ul></ul></ul><ul><ul><ul><li>steps can be worked on concurrently </li></ul></ul></ul><ul><li>Weaknesses </li></ul><ul><ul><ul><li>constant revision and formative evaluations can be time-consuming and expensive </li></ul></ul></ul><ul><ul><ul><li>difficult for novice designer </li></ul></ul></ul><ul><li>Ideal Use </li></ul><ul><ul><ul><li>large design projects with many designers and resources </li></ul></ul></ul><ul><ul><ul><li>experienced designers who need adaptibility and avenues for creativity </li></ul></ul></ul>
  15. 15. Understanding ASSURE <ul><li>Strengths </li></ul><ul><ul><ul><li>linear, step-by-step process is user friendly </li></ul></ul></ul><ul><ul><ul><li>media use supports content of lesson </li></ul></ul></ul><ul><li>Weaknesses </li></ul><ul><ul><ul><li>too rigid for some designers </li></ul></ul></ul><ul><ul><ul><li>leaves out step for support services   </li></ul></ul></ul><ul><li>Ideal Use </li></ul><ul><ul><ul><li>teacher-driven learning </li></ul></ul></ul><ul><ul><ul><li>novice designers who need simplified design process   </li></ul></ul></ul>
  16. 16. Conclusion <ul><ul><li>Many instructional design models convey theories and apply methods. </li></ul></ul><ul><ul><li>When comparing and contrasting Kemp and ASSURE, no one model stands out above the other. </li></ul></ul><ul><ul><li>The experience level and desires of the designer along with the need for a flexible, adaptable, circular design vs. a systematic, procedural, linear design both determine when the use of each model is ideal. </li></ul></ul><ul><ul><li>Research -based knowledge of the two models as we have presented should aid the instructional designer in selecting a model. </li></ul></ul>
  17. 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. 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. 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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