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Kemp Instructional Design Model MicroSim

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Overview

The Kemp Design Model, developed by Jerrold Kemp in 1977, offers a flexible, holistic approach to instructional design. Unlike linear models like ADDIE or iterative models like SAM, Kemp presents nine interdependent elements arranged in a circle, emphasizing that designers can start at any point and move in any direction based on project needs. This interactive MicroSim helps you explore the Kemp model's flexibility and understand how all elements interconnect.

Learning Objectives

After using this MicroSim, you will be able to:

  • Identify the nine elements of the Kemp Design Model
  • Explain how Kemp differs from linear and iterative models
  • Understand the flexible, non-sequential nature of the model
  • Recognize how elements interconnect and influence each other
  • Apply Kemp's holistic approach to instructional design projects

The Nine Elements of Kemp

1. Instructional Problems (❓)

Focus: Identify what learners need to know or be able to do

Key Questions: - What gaps exist in current performance? - What learning needs must be addressed? - What problems will instruction solve?

Examples: Performance gaps, skill deficiencies, knowledge requirements

2. Learner Characteristics (👥)

Focus: Examine who your learners are and what they bring

Key Questions: - What prior knowledge do learners have? - What are their learning preferences? - What motivates them to learn?

Examples: Prior knowledge, learning styles, motivation levels, cultural backgrounds

3. Task Analysis (📋)

Focus: Determine subject content and skills to be learned

Key Questions: - What specific content must be covered? - What skills need to be developed? - What knowledge domains are involved?

Examples: Content topics, skill requirements, procedural steps, conceptual frameworks

4. Instructional Objectives (🎯)

Focus: State specific, measurable learning outcomes

Key Questions: - What will learners be able to do after instruction? - How will success be measured? - What performance criteria apply?

Examples: Behavioral objectives using Bloom's taxonomy, SMART goals, performance standards

5. Content Sequencing (📊)

Focus: Arrange content in logical, effective order

Key Questions: - In what order should concepts be taught? - What are the prerequisites? - How should complexity progress?

Examples: Simple to complex, chronological, problem-based, spiral curriculum

6. Instructional Strategies (💡)

Focus: Design teaching methods and learning activities

Key Questions: - What teaching methods will be most effective? - What learning activities support objectives? - How will learners engage with content?

Examples: Lectures, discussions, simulations, hands-on practice, collaborative learning

7. Instructional Delivery (📱)

Focus: Plan how instruction will be delivered

Key Questions: - What delivery format is most appropriate? - What technology will be used? - How will content be distributed?

Examples: Face-to-face, online, blended, mobile, self-paced, instructor-led

8. Evaluation Instruments (✅)

Focus: Develop assessments to measure learning

Key Questions: - How will learning be assessed? - What evaluation methods align with objectives? - When will assessment occur?

Examples: Tests, quizzes, performance tasks, portfolios, rubrics, observations

9. Support Services (🛠️)

Focus: Select resources and support needed

Key Questions: - What resources are required? - What budget and timeline constraints exist? - What support services are needed?

Examples: Budget, materials, technology, personnel, facilities, technical support

Interactive Features

Clickable Elements: Click any of the nine circular elements to see detailed information

Element Details Panel: View description and examples for each selected element

Show All Connections: Toggle to see how all elements interconnect

Animate Connections: Watch connections flow to visualize relationships

Flexible Navigation: Select elements in any order to emphasize model flexibility

Visual Indicators: Color-coding and icons for each element

Hover Effects: Element highlights when mouse hovers over it

How to Use

Exploration Mode

  1. Click on different elements to explore each one
  2. Read the descriptions and examples in the details panel
  3. Notice that you can click elements in any order
  4. Close the panel by clicking the × button

Connection Visualization

  1. Click "Show All Connections" to see interconnectedness
  2. Enable "Animate Connections" to watch data flow
  3. Select a single element to see its specific connections
  4. Observe how one element relates to all others

Understanding Flexibility

  1. Try clicking elements in different orders
  2. Notice there's no required starting point
  3. Recognize you can revisit elements as needed
  4. Understand that real projects jump between elements

MicroSim

Key Principles of the Kemp Model

1. Holistic Perspective

Kemp views instructional design as an integrated system where all elements affect each other:

  • Changes in one element ripple through others
  • No element exists in isolation
  • The whole is greater than the sum of parts
  • Continuous awareness of all factors

Benefit: More comprehensive, thoughtful designs

2. Flexibility in Sequence

Unlike ADDIE's linear progression, Kemp allows starting anywhere:

  • Begin with instructional problems OR learner analysis OR objectives
  • Revisit elements multiple times as needed
  • No forced sequential progression
  • Adapt to project realities

Benefit: Responds to real-world constraints and opportunities

3. Continuous Revision

All elements can be revised at any time:

  • Objectives can change based on learner analysis
  • Strategies can shift based on delivery constraints
  • Content can adjust based on assessment results
  • Iterative refinement throughout

Benefit: Accommodates new information and changing conditions

4. Learner-Centered Focus

Multiple elements explicitly consider learner needs:

  • Learner characteristics as a core element
  • Objectives focus on learner performance
  • Strategies match learner preferences
  • Evaluation measures learner achievement

Benefit: Instruction truly serves learner needs

Comparing Instructional Design Models

Kemp vs. ADDIE

ADDIE: - Linear, sequential phases - Must complete each phase before next - Fixed starting point (Analysis) - Structured and systematic

Kemp: - Circular, interconnected elements - Can address elements in any order - No fixed starting point - Flexible and adaptive

When to Use Each: - ADDIE: Clear requirements, regulatory needs, traditional contexts - Kemp: Flexible situations, ongoing projects, complex constraints

Kemp vs. SAM

SAM: - Iterative cycles through design/development - Rapid prototyping focus - Time-boxed sprints - Agile methodology

Kemp: - Continuous element consideration - Holistic system view - Flexible timing - Adaptive methodology

When to Use Each: - SAM: Quick delivery needed, prototyping culture, unclear requirements - Kemp: Complex projects, multiple stakeholders, interconnected factors

Kemp's Unique Value

What Kemp offers that others don't: - Explicit support services element - Equal emphasis on all factors - No implied hierarchy or sequence - Maximum design flexibility

Practical Applications

For New Projects

Starting Point Flexibility:

  • Problem-driven: Start with instructional problems when needs are clear
  • Learner-driven: Start with learner characteristics when audience is known
  • Content-driven: Start with task analysis when subject matter is defined
  • Assessment-driven: Start with evaluation when standards are mandated

For Ongoing Projects

Revision Flexibility:

  • Revisit learner characteristics when audience changes
  • Adjust strategies based on delivery constraints
  • Refine objectives based on assessment data
  • Update sequences based on learner feedback

For Complex Projects

Multiple Stakeholder Coordination:

  • Different teams can work on different elements simultaneously
  • Subject matter experts focus on task analysis
  • Learning scientists focus on instructional strategies
  • Technology teams focus on delivery planning

Discussion Questions

  1. Flexibility: What are advantages and disadvantages of Kemp's flexibility compared to ADDIE's structure?

  2. Starting Point: For a corporate training project on new software, which Kemp element would you start with? Why?

  3. Interconnections: How might changes to "Learner Characteristics" affect other elements in the model?

  4. Application: Describe a project where Kemp's flexibility would be especially valuable.

  5. Comparison: When might ADDIE's structure be preferable to Kemp's flexibility?

Using Kemp in Practice

Step-by-Step Application

Phase 1: Initial Assessment (Flexible Starting Points)

  1. Identify instructional problems OR analyze learners OR define content
  2. Document what you know about all elements
  3. Identify gaps in your knowledge
  4. Prioritize which elements need immediate attention

Phase 2: Element Development (Non-Sequential)

  1. Develop elements in order that makes sense for your project
  2. Recognize how decisions in one element affect others
  3. Iterate between elements as needed
  4. Don't force artificial sequencing

Phase 3: Integration and Refinement

  1. Ensure all elements align with each other
  2. Check for consistency across elements
  3. Revise elements based on interdependencies
  4. Test the integrated design

Phase 4: Implementation and Revision

  1. Deliver instruction
  2. Gather feedback on all elements
  3. Revise any element as needed
  4. Maintain flexibility throughout

Common Usage Patterns

Pattern 1: Problem-First Problems → Objectives → Task Analysis → Strategies → Other Elements

Pattern 2: Learner-First Learners → Objectives → Strategies → Content → Other Elements

Pattern 3: Assessment-First Evaluation → Objectives → Task Analysis → Strategies → Other Elements

Pattern 4: Opportunistic Jump between elements based on information availability and project needs

Challenges and Solutions

Challenge 1: Too Much Flexibility

Problem: Team feels lost without clear structure

Solution: - Use Kemp for planning but create project timeline - Define which elements to address in each project phase - Set milestones for element completion

Challenge 2: Incomplete Elements

Problem: Some elements neglected due to flexibility

Solution: - Create checklist of all nine elements - Regularly review which elements need attention - Assign responsibility for each element

Challenge 3: Inconsistent Elements

Problem: Elements don't align due to independent development

Solution: - Regular integration reviews - Alignment matrices showing element relationships - Iterative consistency checking

Challenge 4: Stakeholder Confusion

Problem: Stakeholders expect linear ADDIE process

Solution: - Explain Kemp's advantages for their project - Show how flexibility serves project needs - Provide regular updates on all elements

Real-World Example

Project: Employee safety training for manufacturing

Why Kemp Was Chosen: - Existing content (task analysis already done) - Diverse learner population (characteristics crucial) - Strict regulations (evaluation requirements predefined) - Multiple delivery constraints (shift work, various locations)

Approach Using Kemp:

  1. Started with: Task analysis (existing safety procedures)
  2. Then addressed: Evaluation instruments (regulatory requirements)
  3. Next considered: Learner characteristics (shift workers, language diversity)
  4. Developed: Instructional objectives aligned with regulations
  5. Designed: Strategies accommodating shift schedules
  6. Planned: Delivery for multiple locations
  7. Sequenced: Content to match existing workflows
  8. Identified: Support services (translation, scheduling)
  9. Revised: Objectives based on learner analysis

Result: Flexible approach allowed addressing elements as information became available rather than forcing artificial sequence.

Reflection

Consider your own instructional design experiences:

  • Have you ever felt constrained by a linear design model?
  • When would starting with learner analysis make more sense than starting with problems?
  • How do budget and time constraints affect which elements you address first?
  • What happens when you discover important information late in a project?

Try This Challenge

Using the MicroSim:

  1. Click elements in this order: Objectives → Evaluation → Learners → Problems. Explain why this sequence might make sense.

  2. Select "Learner Characteristics" and identify which other elements it most directly affects.

  3. Imagine a project requirement changes. Which elements would need revision?

  4. Compare accessing elements sequentially vs. randomly. How does Kemp accommodate both?

References

  • Kemp, J. E., Morrison, G. R., & Ross, S. M. (1998). Designing Effective Instruction (3rd ed.). Prentice Hall.
  • Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing Effective Instruction (8th ed.). Wiley.
  • Branch, R. M., & Dousay, T. A. (2015). Survey of Instructional Design Models (5th ed.). Association for Educational Communications and Technology.

The Kemp Philosophy

"Good instructional design is not linear—it's holistic, flexible, and responsive to real-world constraints."

The Kemp model acknowledges that: - Projects don't always start the same way - Information becomes available at different times - Constraints change during development - Flexibility leads to better outcomes

This MicroSim helps you experience and understand this flexible, adaptive approach to creating effective instruction.

Credits

This MicroSim was created to support the Intelligent Textbooks project and demonstrate the Kemp Design Model interactively. The circular visualization emphasizes the model's non-linear, holistic nature and allows exploration of element interconnections.