Jerrold Kemp
Jerrold Kemp (April 23, 1921 – November 26, 2015) was a researcher in the field of Instructional Design. He was the main contributor to the Kemp Instructional Design Model.[1][2]
Biography
[edit]Kemp was born on 23 April 1921 in New York. He served in the U.S. Army Air Forces from 1942-1947. He lived in California with his wife Edith.[3]
Kemp was a former president of the Association for Educational Communications and Technology. He was author or co-author of five textbooks and consulted on educational projects and practices in numerous schools, universities, and agencies in foreign countries and UNESCO. Kemp was the Year 2000 Technos Press Author.[4]
Education and career
[edit]Kemp received his doctorate in instructional technology from Indiana University. He began his career in academia at the San Jose State University as a professor of education, where he also worked as the coordinator of media production and instructional development services. He taught at San Jose State University for 30 years.[citation needed]
Education
University of Florida. B.S. 1942 (Chemistry major)
University of Miami, Coral Gables, Florida M.S 1952
Indiana University D.Ed. 1956
Research
[edit]The Kemp Design Model[5][6][7][8][9]
The Kemp Model of Instructional Design[10][11] is a relatively recent instructional design model explained in Kemp's book Designing Effective Instruction.[12] It has been called a holistic approach because some believe it includes more elements into the design process.[citation needed] It consists of 9 elements:
- Identify instructional problems, and specify goals for designing an instructional program.
- Examine learner characteristics that should receive attention during planning.
- Identify subject content, and analyze task components related to stated goals and purposes.
- State instructional objectives for the learner.
- Sequence content within each instructional unit for logical learning.
- Design instructional strategies so that each learner can master the objectives.
- Plan the instructional message and delivery.
- Develop evaluation instruments to assess objectives.
- Select resources to support instruction and learning activities.
Kemp's cognitive learning design model is learner-centered, thus its oval shape, and the steps are interdependent; the steps do not have to be followed in any particular order to complete the instructional learning systems design. This signifies a systems approach in which the instructional design process is a continuous cycle, while maintaining the importance on how to manage the instructional design process.
The characteristics of the model
- All elements are interdependent
- All the elements can be performed simultaneously as the model is nonlinear and flexible
- The user can start at any point in the process
- Learning needs, goals, priorities and constraints determine the instructional solutions.
- All programs or projects may not require all nine elements.
Publication and Books
[edit]This book has over 1400 citations on Google Scholar:
Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective instruction. John Wiley & Sons.
Other books and publications include:
Kemp, J. E., & Cochern, G. W. (1994). Planning for Effective Technical Training: A Guide for Instructors and Trainers. Educational Technology.
Kemp, J. E. (1980). Planning and producing audiovisual materials (No. Ed. 4). Harper & Row.
Kemp, J. E. (1996). School Restructuring: Your School Can Do It!. Techtrends, 41(1), pages 12-15.
Kemp, J. E. (1971). Instructional Design; A Plan for Unit and Course Development.
References
[edit]- ^ "Kemp design model - EduTech Wiki".
- ^ "Jerrold "Jerry" Kemp". San Jose Mercury News. Retrieved 13 January 2016.
- ^ Lockee, Barbara B. (2011). Interview with Dr. Jerrold Kemp. Virginia Tech. hdl:10919/49425.
- ^ "Technos". Archived from the original on 2015-02-25. Retrieved 2015-02-25.
- ^ Reiser, R. A. (2001). A history of instructional design and technology: Part II: A history of instructional design. Educational technology research and development, 49(2), pages 57-67.
- ^ Ryder, M. (2003). Instructional design models. School of Education, University of Colorado at Denver http://carbon.cudenver.edu/~mryder/reflect/idmodels.html Archived 2007-08-25 at the Wayback Machine (Consultada el 18 de agosto de 2007).
- ^ Cheng, Y. C., & Yeh, H. T. (2009). From concepts of motivation to its application in instructional design: Reconsidering motivation from an instructional design perspective. British Journal of Educational Technology, 40(4), pages 597-605.
- ^ https://drbalakidd.files.wordpress.com/2010/11/jerrold_kemp_2.pptx [user-generated source]
- ^ "Archived copy". Archived from the original on 2016-03-03. Retrieved 2015-02-25.
{{cite web}}: CS1 maint: archived copy as title (link) - ^ "The Kemp Model of Instructional Design - ETEC 510".
- ^ Kemp, J. (1985). The Instructional Design Process. New York, New York: Harper Row.
- ^ Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective instruction. John Wiley & Sons.
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