The Kemp Model of Instructional Design

This page was originally authored by Jenny Papadakis (2014).

Planning for student learning should be a challenging, exciting, and gratifying activity Jerrold
Kemp

Contents
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1 Introduction

2 Theoretical Background

3 Kemp Design Model

4 9 Elements of the Kemp Model

5 Uses of the Kemp Design Model

6 See Also

7 References

Introduction
The Kemp Instructional Design model is an instructional design method that draws from a number of disciplines
and approaches to instructional design (Morrison et al., 2010). Also known as the Morrison, Ross, and Kemp
Model, this instructional design framework outlines nine circular, non-linear stages that allow the instructional
designer to:

determine the needs of the learner

define the topics for instruction

outline the content, tasks, and procedures

analyze the characteristics of the learner

define the learning objectives

design the instructional activities and instructional resources

identify available support services

and design the assessment and evaluation tools (Kramer, 2013)

This wiki article will offer an overview of the Kemp Instructional Design Model and will provide some insight into
the uses of this method.

Theoretical Background
The Kemp Design Model draws from a number of different disciplines and approaches to instructional design
(Morrison, Ross, and Kemp). Morrison et al., (2010) believe that there is never one perfect approach to solving
an instructional design problem. The Kemp Model thus incorporates both behavioral and cognitive approaches
(Morrison et al., 2010).
The Kemp Design Model takes into consideration the uniqueness of each individual designer, and is flexible understanding that each project may start and finish with a different stage in the design process (Morrison et
al., 2010). This instructional design approach can be used in a range of settings, industries, and contexts
including business, higher education, k-12, medical, military, and government (Morrison et al., 2010).

Kemp Design Model

Unlike other instructional design models like the Dick and Carey Model, The Kemp Design Model is circular,
rather than linear (Akbulut, 2007). That is, the nine elements of this model are interdependent and are not
required to be considered in an orderly way to realize the instructional learning systems design (Akbulut,
2007). The instructional designer can start the design process at any point, and the various stages can also be
performed simultaneously (http://www.personal.psu.edu/wxh139/Kemp.htm). Some stages may not even be
required at all depending on the process and design. In the Kemp Design Model, the instructional design
process is a continuous cycle with revision as an ongoing activity associated with all of the elements in the
framework.
The Kemp model approaches instruction and design from the perspective of the learner. The overall needs,
goals, priorities, and constraints of the learner are considered to determine the instructional solutions (Giles,
2013).
Morrison et al. (2010) highlight four essential elements that form the framework of instructional planning:

Learners

Objectives

Methods

Evaluation

These components are interrelated and have the potential to make up an entire instructional design plan
(Morrison et al., 2010). When integrated with the additional five components as outlined by the Kemp Design
Model, a complete instructional design model is formed (Morrison et al., 2010).

9 Elements of the Kemp Model

The following nine elements are the basic components that make up the Kemp Design process. They are
interdependent and are presented in an oval shape to reflect the flexibility of the process and that there is no
specific order in completing the process (Morrison et al., 2010).
9 Elements of the Kemp Model

Element

Description

Instructional
Problems

Identify the instructional problems and determine the goals for the program you will be designing
(Giles, 2013).

Learners
Characteristics

Explore the characteristics and needs of learners. Identify the characteristics that will influence and
guide the planning process (Giles, 2013).

Task Analysis

One of the most important stages of the design process. Use this stage to understand what knowledge
and procedures you need to include in the instruction to help the learner master the learning objectives
(Morrison et al., 2010).

Instructional
Objectives

Identify the instructional and learning objectives. Specify exactly what the learner must learn and
master. The objectives offer a sort of map for designing the instruction (Morrison et al., 2010).

Content
Sequencing

Arrange content in a logical order for effective learning. The order in which the information is
presented plays an important role in helping the learner understand and learn the information
(Morrison et al., 2010).

Instructional
Strategies

This is considered the creative step. This stage involves designing creative and innovative strategies to
present the information, and help learners reach the stated learning objectives (Morrison et al., 2010).

Designing the
Message

Plan and design the instructional message and decide how it is to be conveyed (Giles, 2013). The
message is the pattern of words and pictures used to communicate with learners, and the process is the
act of arranging the words and pictures (Morrison, et al., 2010).

Instructional
Delivery

Design and/or select resources and materials to support instructional activities (Giles, 2013).

Evaluation
Instruments

Develop evaluation instruments that will be used to assess and evaluate learners mastery of the
learning objectives (both summative and formative) (Morrison, et al., 2010).

Uses of the Kemp Design Model

The comprehensive nature of the Kemp Design Model make it an appropriate tool for designing large online
instructional modules, but too "unwieldy for developing short, single-purpose lessons (Kranch, 2008). This
model also assumes a constant level of development effort throughout the instructional cycle (Kranch, 2008).
The Kemp model is ideal for large instructional design projects where there will be a number of team members
contributing to the process (Giles, 2013). In this sense, team members can contribute to the various stages and
elements simultaneously (Giles, 2013).