Homework-6 and Homework-7

Homework-6
Due date: April 19, 2007

COMPONENTS OF KEMP’S INSTRUCTIONAL DESIGN PROCESS

1- Instructional Problems

The instructional design process begins with the identification of an instructional problem or need. Why is performance below expactations? Once we know the root cause of the
problem, we can determine whether an instructional intervention will solve the problem.

Instructional designers can use three approaches to identify instructional problems:
- needs assessment
- goal analysis
- performance assessment

2- Learner Characteristics

Just as people differ in many respects, so do ways in which they learn. It is essential, therefore, early in the planning process to give attention to the characteristics, abilities, and experiences of the learners – both as a group and as individuals. This information should affect certain elements in planning, such as the entry point, selection of topics and their level, the choice and sequencing of objectives and the variety of learning activities.

3- Task Analysis

Task analysis is probably the most critical step in the instructional design process. It defines the content required to solve the performance problem or need. The instructional design literature frequently refers to the process of analyzing the content as task analysis.

In Kemp’s book, “task analysis” includes three techniques for analyzing the content.
a) Topic analysis that is for defining cognitive knowledge
b) Procedural analysis for use with psychomotor skills
c) Critical incident method which is used for analyzing
interpersonal skills.

(will be continued on Hw-7)

Homework-7
Due date: April 26, 2007

COMPONENTS OF KEMP’S INSTRUCTIONAL DESIGN PROCESS (Cont’d)

4- Instructional Objectives

The benefits of the instruction are indicated in terms of what the learner is to accomplish, that is, the instructional objectives.

Objectives are important to both learners and instructors. They help learners plan their study and prepare for examinations. They guide the instructor in planning instruction and devising
tests.

Objectives are generally are grouped in three domains:
1- cognitive 2- affective 3- psychomotor

5- Content Sequencing

Once you have completed the task analysis and written the objectives, you are ready to begin designing the instruction by determining the most appropraite sequence for presenting the information.

6- Instructional Strategies

The sixth step deals with the question “how do I present the content needed to achieve the objectives?”, that is, the instructional strategy. A well-designed instructional strategy prompts or motivates the learner to actively make connections between what the learner already knows
and the new information.

7- Developing Instructional Materials

After the sixth step, designer is ready to develop instructional materials. This means the implementation of the instructional design plan.

8- Evaluation

Evaluation is used to provide information about the success of a course or unit of instruction.

One general category of evaluation is formative, which focuses on instructional processes and outcomes during development, tryout, and the progression of the course.

Summative evaluation assesses the degree to which instructional objectives have been achieved at the end of the course.