6321 ID KEMP VS ASSURE
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Transcript of 6321 ID KEMP VS ASSURE
Kemp vs ASSURE:A closer look at
how problems are solved
ByRogelio Campa, Lynda Cannedy,Amy Flores, & Jenna Springfield
Why Kemp and ASSURE?
• Many models available• Both models designed for educational
purposes• Similar amounts and types of steps
What We Know
Conceptual Backgrounds
Morrison, Ross, Kemp Modelo systemic, holistic approach to problem solvingo focus on iterative, circular cycle o designed for classroom teachers who
are instructional designersASSURE Model
o created by Heinich, Molenda, Russell in 1999o based on Gagne's Events of Instructiono constructivist basis with focus on learnero linear, systematic, procedural process
Kemp Model
o Has nine stepso Circular not linearo Each element is interdependento Systems or object-oriented view toward
developmento Flexible and adaptiveo Emphasizes management of the design process
Kemp, J. & Smellie, D. (1994). Planning, producing, and using instructional technologies, Seventh
Edition. HarperCollins Publishers.
Kemp Model Graphic
ASSURE Model
Analysis of learnerso skills, styles, prior knowledge, attitude, age, grade
Statement of the objectiveso clear, sound, systematic, observable behavior
Selection of media and materialso relevant, bridges new technology with existing materials
Utilization of materialso interesting, appropriate, conditions, equipment
Require learner performanceo practice, feedback, activities, authentic assessment
Evaluationo revise, improve to achieve objectives
What We Want to Learn
In what learning situations do the strengths of each model
make it more ideal over the other?
Application of Models
• True understanding comes through application
• Side-by-side examination • Creation of dual lesson plans (The
Respiratory System)
Evaluation - revise and correct to improve
select resources to support instruction and learning activitiesUtilitzation of materials
develop evaluation instruments to assess objectivesRequire learners performance - authentic assessment
plan instructional message and deliverySelection 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 learnerStatement of the objectives
identify subject content, analyze task components related to goals
examine learner characteristicsAnalysis of learners
Planning,
Revision,
Evaluation,
Management
identify instructional problems and specify goals
Components of the Kemp ModelComponents of the ASSURE Model
Side-by-Side Comparison
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 partsStudents 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 partsStudents 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 systemStudents will label a respiratory diagram using the internetStudents will watch a video on respiratory processesStudents will work in groups to explain possible scenarios when inhaling dust
Learner Characteristics:Age/Grade- 13-14 year old in 8th gradeLearning Style-Teacher-led instructionLearners’ skills-Students have basic keyboarding, internet search knowledgePrior Knowledge- Students have a basic knowledge of the respiratory system
Analysis:Age/Grade-13-14 year old in 8th gradeLearning style- Most prevalent is teacher-led instructionLearners’ skills-Students have basic keyboarding, internet search knowledgePrior Knowledge- Students have a basic knowledge of the respiratory system Planning,
Revision, Evaluatio
n, Managem
ent
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 ModelASSURE Model
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 accuracyStudents will explain possible scenarios when inhaling dust
Require Learners Performance:Learners will compare diagrams for accuracyStudents will explain possible scenarios when inhaling dust
Instructional Message and Delivery:Diagram of Respiratory SystemVideo of Respiration taking place
Selection of Media:Diagram of Respiratory SystemVideo 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 ModelASSURE Model
What We Have Learned
Understanding Kemp
Strengthso circular design allows designers to begin at any pointo allows for adaptability and creativity in implementationo steps can be worked on concurrently
Weaknesseso constant revision and formative evaluations can be time-
consuming and expensiveo difficult for novice designer
Ideal Useo large design projects with many designers and resourceso experienced designers who need adaptibility and
avenues for creativity
Understanding ASSURE
Strengthso linear, step-by-step process is user friendlyo media use supports content of lesson
Weaknesseso too rigid for some designerso leaves out step for support services
Ideal Useo teacher-driven learningo novice designers who need simplified design
process
Conclusion
• Many instructional design models convey theories and apply methods.
• When comparing and contrasting Kemp and ASSURE, no one model stands out above the other.
• 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.
• Research-based knowledge of the two models as we have presented should aid the instructional designer in selecting a model.
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
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
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