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