Group 2 Cooperative Project: ADDIE vs.

Kemp Model
EDTC 6321 - Fall 2011
Members: Blanca – Candice – Edward – Haywood – Maria

VS.

1. Abstract
2. The ADDIE Model
3. Implementing the ADDIE Model
4. Sample project using the ADDIE Model
5. The Kemp Model
6. Implementing the Kemp Model
7. Sample project using the Kemp Model
8. Comparison
9. Project Conclusion
10. References
11. Multimedia Presentation

Abstract
Since the early 1900’s, we have used instructional designers to deliver a sound educational product to train the
masses. Noting this, we have chosen to take a simple grade school task and develop a training module for the
evaluation of two models.

We will evaluate the task of the user correctly identifying basic 2-D geometrical shapes (square, triangle, rectangle and
circle). Using the ADDIE and Kemp model, we will pit traditional against contemporary and highlight the models’
strengths and weaknesses. Additionally, we will add perspective on how we feel the models should be used for
optimal outcomes.
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• Target Audience : Preschool – Kindergarten /3-5 years old

• Delivery Mode : Online Learning Management System (LMS) with computer assisted practical
exercises
• Environment : Classroom setting with minimal background noise (indoors)
• Overall objective : Develop a shape recognition module that trains our targeted audience to correctly
identify basic 2-D geometric shapes (square, triangle, rectangle, and circle)

The ADDIE Model

The ADDIE instructional design model utilizes a step-by-step framework used by instructional designers, developers
and trainers to ensure that course development occur in an organized and structured manner. The origin of the Model
is vague, but the underlying concepts can be traced to the model developed for the United States armed forces in the
mid-1970s (Clark, 1995). The ADDIE model is a simple, linear, 5 step process: (1) Analyze, (2) Design, (3) Development,
(4) Implementation, and (5) Evaluation. The five phases work like a loop
where they are repeated (see figure) to see if further improvements
need to be made. Using this model the instructional designer will follow
the five key components as described below:

Analyze
Identify the learner’s needs, the maturity and learning level of the
learner, the history of prior mastered skills, plus individual learner
characteristics and capabilities. The designer will also look at the
learning environment, constraints, delivery options and timeline for the
project (ADDIE Module 2008).

Design
During the design phase the designer will outline the processes needed
to meet the instructional goals determined in the analysis phase. The goal and subordinate objectives of the
instruction, the instructional material that will be presented, plus the additional use of visual and audio content that
may be utilized (ADDIE Model, 2008).

Development
The development phase is where all instruction, media, supporting documentation, and appropriate hardware and/or
software are prepared to meet set objectives.

Implementation
During the implementation phase, the plan is put into action and a procedure for training the learner and teacher is
developed. Course materials are distributed to the learners and the overall effectiveness of the instruction is assessed.

Evaluation
The evaluation phase measures the effectiveness and efficiency of the instruction. The evaluation methods used for
this phase are: formative and summative. Formative evaluation is an ongoing process throughout each stage of the
ADDIE process; conversely, summative evaluation is comprised of testing processes at final stage of construction.
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During the testing process, students provide feedback as a form of measuring assessment tool. After evaluating the
information gathered, adjustments are made to instruction as required (ADDIE Model, 2008).

Implementing the ADDIE Model

When utilizing the ADDIE Model for instruction design the following questions will have to be addressed.

1. Analyze
a. Subject and audience
i. Who is the target audience? What is the maturity and intellectual level of the students?
ii. What is the history of prior courses and skills that students have mastered prior to
instruction?
iii. What learning obstructions are present?
iv. What type of delivery methods will be utilized?
v. What is the timeline for instruction?
2. Design
a. The instruction in the second step
i. What are the goal objectives of the instruction?
ii. What are the subordinate objectives?
iii. What instructional material will be presented?
iv. What supplemental audio and visual material will be utilized?
3. Development
a. The instruction for the third step
i. Has instruction been constructed per design objectives?
4. Implementation
a. The instruction
i. Does the instructional material work as planned?
ii. What shortcomings must be addressed?
iii. What additional material can be added for more effective instruction?
5. Evaluation
a. The learning and instruction
i. What shortcomings are recognized during each phase of the model?
ii. What shortcomings are revealed during final feedback?
iii. What revisions must be made to correct shortcomings?
iv. Are all needed changes completed before further instructional evolutions?

Sample project using the ADDIE Model

Utilizing the ADDIE model for instructional design, we have created a sample lesson to teach Pre-K to Kindergarten
grade students how to correctly identify basic 2-D geometric shapes (square, triangle, rectangle, and circle).

1. Analysis
The students are in the Pre-K to Kindergarten grade level and have a general idea of what a shape is. The
students are 3 -5 years old and have a normal maturity level. Most students may recognize standard shapes
but do not know the technical terms for the different shapes they see. Students should know how to operate
a mouse on the computer. Since this is a young group, the only learning obstruction would be to keep their
attention and focus during the 30 minute lesson.
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2. Design
We will develop a shape recognition module that trains our target audience to correctly identify basic 2-D
geometric shapes (square, triangle, rectangle and circle). Our additional objective is for that same audience to
be able to identify those shapes in real world situations. Learners will be presented with random variation of
the same geometrical shape as well as common items that match that shape in real world. Colors and music
will be incorporated to allow for a more interactive learning experience for the children. The computer based
learning module will be supported by Flash technology.

3. Development
The learning of basic 2-D geometric shapes (square, triangle, rectangle and circle) build upon each other and
the lessons will be presented in a sequential order. Through these lessons students will be prompted to
recognize and pair up similar shapes to determine level of comprehension. Concrete objects and pictures will
prompt the students in making the connection to their learning environmental surroundings as well.

4. Implementation
We will release beta versions for internal testing. Test will be based on the instructional goal of the module
and set benchmarks of the training. All shortcomings will be noted and reworked until a final error free
version is developed. Additionally, enhancements to the training (i.e. shapes changes, color manipulation, and
additional real-world shapes) will be added as opportunities to further enrich the learner skills.

5. Evaluation
A collection of subject matter experts (SMEs) and older children ages 7 to 10 will be polled for feedback. They
will evaluate the clarity of instruction, the shapes used through the training, and the real-world situations to
ensure a “good fit” for our target audience. Any ambiguity discovered will be reworked or immediately
removed from the module. Evaluations by SMEs and the elevated age group will be conducted at the
completion or revision of each phase.

The Kemp Model

One source describes the Kemp Instructional Design Model as systemic and nonlinear and seems to encourage
designers to work in all areas as appropriate (Internet Source 1). The source goes on to state that the Kemp Model
adopts a wide view, the oval shape of his model conveys that the design and development process is a continuous
cycle that requires constant planning, design, development and assessment to insure effective instruction (Internet
Source 1).

The Kemp Model is classroom-oriented and describes a holistic approach to instructional design that considers all
factors in the environment. This model prescribes a process that is iterative and subject to constant revision. This
extremely flexible model is designed to focus on content and appeal to teachers (The Herridge Group).

The Kemp Model has three elements that differentiate it from some other models: instruction is considered from the
perspective of the learner; the model takes a general systems view towards development (model components are
independent of each other) with instructional design being presented as a continuous cycle; and, the model
emphasizes management of the instructional design process (Internet Source 1).
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Using this model the instructional designer begins by asking six questions related to the: required level of learner
readiness; instructional strategies and media that are be most appropriate for the content and the target population;
level of learner support required; measurement of achievement; and strategies for formative and summative
evaluation (The Herridge Group).

Robert Bacal/Bacal and Associates shows that the model is comprised of nine key elements.

1) State the instructional goal

a. Identify instructional problems, and specify goals for designing an instructional program.
2) Analyze learners
a. Examine learner characteristics that should receive attention during planning.
3) Select Method, media, and materials
a. Identify subject content, and analyze task components related to stated goals and purposes.
4) State the objective
a. State instructional objectives for the learner.
5) Manage content
a. Sequence content within each instructional unit for logical learning.
6) Select strategies of learning
a. Design instructional strategies so that each learner can master the objectives.
7) Utilize media
a. Plan the instructional message and delivery.
8) Evaluations
a. Develop evaluation instruments to assess objectives.
9) Utilize materials
a. Select resources to support instruction and learning activities.

Implementing the Kemp Model

When utilizing the Kemp Model for design, one should answer the following questions within the key elements. The
model recognizes that not all nine elements are required for all projects (The Herridge Group). Because of the lack of
connectivity between elements and the ability to start at any place within the model, a designer can examine the
entire scope of a project or the minutia just as effectively (The Herridge Group).

1) State the instructional goal

a. Identify instructional problems, and specify goals for designing an instructional program.
i. What are the instructional problems being addressed?
ii. What are the instructional strategies that are most appropriate for the content and the target
population?
2) Analyze learners
a. Examine learner characteristics that should receive attention during planning.
i. What is the age of the students?
ii. What maturity and intellectual level are the students at?
iii. What prior courses and skills have been mastered?
iv. What learning style do the students’ best respond to?
3) Select Method, media, and materials
a. Identify subject content, and analyze task components related to stated goals and purposes.
i. What media and materials present the instruction most effectively?
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ii. What media and materials appeal most to the learning audience?
iii. What methods of instruction appeal most to the learning audience?
iv. What methods are compatible with selected media and material?
v. What media can be supported by equipment available?
4) State the objective
a. State instructional objectives for the learner.
i. What are the goal objectives of the instruction?
ii. What behaviors do you wish the students to demonstrate after instruction?
iii. What level of mastery of the subject is desired after instruction?
5) Manage content
a. Sequence content within each instructional unit for logical learning.
i. Is the content organized for optimal learning?
ii. Do the instructional units flow from one unit to the other?
iii. Does the lesson build upon each other in a logical sequence?
6) Select strategies of learning
a. Design instructional strategies so that each learner can master the objectives.
i. Are students allowed and encouraged to actively participate in instruction?
ii. Do exercises keep the students interested in subject?
iii. Are exercises set up to receive feedback from the students?
7) Utilize media
a. Plan the instructional message and delivery.
i. Do all selected media operate as desired (fit delivery method)?
ii. Is there contingency media set aside?
8) Evaluations
a. Develop evaluation instruments to assess objectives.
i. Does feedback reveal any need for corrections?
ii. What revisions must be made to correct shortcomings?
iii. Are all needed changes completed before further instructional evolutions?
9) Utilize materials
a. Select resources to support instruction and learning activities.
i. Are all materials organized for effective distribution and instruction?
ii. Are there contingency materials set aside?

Sample project using the Kemp Model

We used the Kemp Model to create a test lesson for evaluation. The goal of the lesson is to teach 3 to 5 years old how
to recognize basic 2-D geometric shapes.

1) State the instructional goal

Children may have a difficult time learning shapes when tangible examples of these items are unavailable. To
help with the learning process educators have developed several techniques and theories of learning. The
Kemp model allocates for a non-linear approach to design and development; this allows the instructor to focus
on the content of each learning module without the added stress of learning that is linear or built on top of
each other. We will develop a shape recognition module that trains our targeted audience to correctly
identify basic 2-D geometric shapes (square, triangle, rectangle, and circle).
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2) Analyze learners
The learning audience for this program consists of 3 to 5 year olds, or pre-school to kindergarteners. This is an
entry level course but the students should know how to operate a mouse on a computer. They would need
the ability to “point and click” and recognize some colors. The maturity and intellectual level of the students
should be at a point where they have the ability to interact with other students and an instructor. Examine
learner characteristics that should receive attention during planning.

3) Select Method, media, and materials

The course is developed for a computer based learning management system (LMS). The program allows for 2-
d models to be used to demonstrate to the audience different shapes. A non-linear learning model will be
used because the learning of shapes does not require the learning process to build on previous knowledge of
shapes. Colors and music will be incorporated to allow for a more interactive learning experience for the
children. The computer based learning module will be supported by Flash technology. In order to participate,
learners will need access to a computer system with internet access.

4) State the objective

The learning goal is to teach students four basic shapes using colors and 2-d models. The objective for each
module requires the student to recognize different shapes, circle, square, triangle, and rectangle. At the
completion of the module, students will have at least a kindergarten level of shape mastery. The students will
demonstrate the ability to recognize shapes using the online learning materials presented during the class.

5) Manage content
Each lesson will stand independently. The learning of shapes does not build upon each other but the lessons
will be presented in a logical sequence. The students will be asked to recognize the different shapes as they
stand on their own and in real-world applications. For example, the student will be shown the shape of a
circle. The student will also be presented with pictures of items that have circle shapes within them; like the
sun or a ball. The lessons will build internally on each other by presenting the student with the actual shape
and how the shape can be applied in real world situations but each lesson on the individual shapes can stand
on their own. The student will not be required to know what a circle is before they are taught about squares,
rectangles, or triangles and vice versa.

6) Select strategies of learning

Students will be encouraged to look around the training environment and accurately point out shapes in which
they are learning about. Students will also have an opportunity to bring in their favorite toy and “show and
tell” which objects on the toy fit the shapes they are learning. Additionally, instructors/teachers will be given
supplemental information about each lesson and ways to increase their positive, constructive feedback
towards the individual learner.

7) Utilize media
To maximize the effect of the module, all available entertainment type media products will be evaluated for
use. To maintain systems while large amounts of users are actively training, a “light” version of the original
training will be available. The light version will ensure maximum use of the module is achievable by also
allowing those with slow connections to receive training.

8) Evaluations
A collection of subject matter experts (SMEs) and older children ages 7 to 10 will be polled for feedback. They
will evaluate the clarity of instruction, the shapes used through the training, and the real-world situations to
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ensure a “good fit” for our target audience. Any ambiguity discovered will be reworked or immediately
removed from the module. Evaluations by SMEs and the elevated age group will be conducted at the
completion or revision of each phase.

9) Utilize materials
For optimal training to take place, learns must have access to computers that are capable of handling large
transmissions of data and sound over the internet. Computer systems should support the minimum system
requirements of Flash, Moodle, and their computer system’s internet browser. In cases where learners do not
have computer systems with the optimal minimum requirements, they will be instructed to use the light
version of the module. Access to the computer applications will be given on the module’s homepage (i.e.
Flash, IE 8 upgrade, RealPlayer, etc.). Additionally, we will create compact discs (CDs) for extreme cases where
students do not have access to the internet.

Comparison
The figure below will help in comparing the ADDIE Model to the Kemp Model. As you can see there are several
similarities between both models. The Kemp Model phases of the instruction problems, learner’s characteristics and
task analysis are similar to the “Analyze” phase of the ADDIE Model. The Kemp implementation phase is the similar as
the “Implement” phase of the ADDIE Model. The KEMP phases of designing the message, instructional strategies and
content sequencing also fall under the “Design” phase of the ADDIE Model. Kemp development of instruction is
similar to the “Develop” phase of the ADDIE Model. Finally, the Kemp evaluation instrument, and the on-going
formative and summative evaluations are the similar to the “Evaluate” phase of the ADDIE Model.

One of the biggest differences between the models is that the ADDIE Model is linear and the Kemp Model is nonlinear.
This makes the ADDIE Model a more structure model when compared to the Kemp. And, the Kemp Model a more
adaptable model over the ADDIE. Another difference is the Implementation phase. The ADDIE Model’s
implementation phase is geared towards implementing the materials where the Kemp Models implementation phase
surrounds all the steps adapting to any changes made. Finally, the Kemp Model has nine elements verses the five
phases of the ADDIE Model. This making the Kemp Model a more comprehensive model for experienced designers.

Develop Analyze

Evaluate

Design Implement
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Project Conclusion
Special models exist for different instructional purposes, but they all carry the ability to create a stable and firm
blueprint for instructional design. The ADDIE and Kemp model are two opposite, unique models that will guide the
designer towards a complete process for developing the instruction. If the designer is seeking a step-by-step linear
form of instructional design, the ADDIE model will meet their needs. Else, if the designer is well experience in the
design phase and is seeking a creative form of freedom for design, the Kemp model would be more appropriate. In
conclusion, we have discovered that the designer should allow their project along with their experience level, to
choose the appropriate model. Whichever model the designer uses, it will only be as good as the well thought out
plan for their blueprint of instruction.

Resources/Sources
1) The ADDIE Instructional Design Model. (2011, October). Intulogy. Retrieved October 11, 2011 from
http://www.intulogy.com/addie/, Accessed October 1, 2011.

2) Robert Bacal/Bacal and Associates, “What is the Jerrold Kemp Instructional Design Process or Model?,”
http://www.thetrainingworld.com/faq/deskemp.htm, Accessed October 5, 2011.

3) Clark, D. (1995). “Why instructional system design?,” Retrieved Oct. 16, 2011 from
http://www.nwlink.com/~donclark/hrd/sat1.html, Accessed October 5, 2011.

4) The Herridge Group, “The Use of Traditional Instructional Systems Design Models for eLearning,” December 2004,
http://www.herridgegroup.com/pdfs/The%20use%20of%20Traditional%20ISD%20for%20eLearning.pdf, Accessed
October 3, 2011.

5) Internet source 1 - http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm#kemp,

Accessed October 5, 2011.

6) Learning Theories Knowledgebase, (2011, October). ADDIE Model at Learning-Theories.com. Retrieved October 16,
2011 from http://www.learning-theories.com/addie-model.html, Accessed October 5, 2011.

2 Dimensional Shapes

Square

Triangle
Circle