KEMP Model

The Kemp model approaches instructional design from a different viewpoint than the
two previous models. The Kemp model sees instructional design as a nonlinear process. This
method is better suited for large course design and works well with creation of large online
learning modules and is not so well suited for smaller very detailed courses (Kranch, 2008).
There are nine stages of the Kemp model, but the instructional designer can enter the
instructional creation process at any point in the model. As mentioned before, it is nonlinear.
The stages are: determine learner needs, determine the topics, tasks, and procedures, analyze
the learner characteristics, content analysis, determine learner objectives, design the teaching
and learning activities, determine instructional resources, determine available support
services, and design the evaluations.
The stages are more detailed than previously mentioned models and focus on the
whole learner. In stage one, determine the learner needs; the instructional designer focuses on
the broad concepts and skills that need to be acquired by the learner. The instructional
designer will answer questions such as: What tasks should the learner be able to accomplish
once instruction is complete? What new knowledge should the learner have a fluent
understanding of when the course is complete? Or which ILOs do we hope to achieve? Stage
two is to determine topics, tasks, and procedures. Instructional designers look at the germane
cognitive load, the learning styles, and the learning needs of the learners. Stage three, analyze
the learner characteristics, is the stage similar to stage three of the Dick and Carey model and
analysis stage of the ADDIE model. This is a very important stage, as it gives the
instructional designer a starting point to begin the course development.
Stage four, content task analysis, is where the Kemp model looks at the whole learner
and determines at what level the learner should understand the new material. Blooms
taxonomy gives a good outline to determine at what level the learner is expected to process

the new information. Stage five, determine learner objectives, is similar to sage one of the
Dick and Carey model and looks at the ILOs for the course. The instructional designer
evaluates the broad goals and transforms them into specific objectives. In stage six, the
activities are designed that will be used to facilitate the course. In stage seven, the
instructional resources are determined; what is needed for the teacher to teach and the
learners to learn? Stage eight is unique to the Kemp model as it takes into consideration the
support services that are available to the teacher and the learners. It looks at the need for a
technology support person or a special education assistant. Lastly, stage nine is similar to the
other two models as it focuses on the formative and summative evaluations (Spector, Merrill,
Van Morrienboer, & Driscoll, 2008).