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Week 4 – Kemp Model, Discovery Learning and Authentic Learning

Write a reflection about the advanced instructional designs that were presented in class. Which ones made sense? Which would you use? Why? Which did you have problems with and what problems? 

So this was a very exciting part of the class.  I really learn a lot when I get to participate and get involved with my cohorts.  Most of the cohorts are teachers by profession.  I am not, so this gives me a good perspective on the different approached and techniques that they use.  It makes for an interesting evening, several hours of exploration hearing about three different models.  I am  first to present.  The model I have selected is the Kemp Model.  I did not even know it existed but upon doing research and looking at the variety of models, I realized that it is what I had used for many industrial projects in the past.  It is a modified ADDIE approach that has a lot of flexibility.  The major theme is how user centric it is.  There is a lot of focus on the “student” or “participant”.  I enjoyed featuring five different projects that were created witha a similar model. I hope the class enjoyed the presentation.

Kemp Model

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

Discovery Learning 

The name says it all. The instructor provides participates by providing the students with the necessary instructional toolbox but has the student take responsibility for discovering what needs to be done.  The instructor obviously has to have specialized knowledge and be able to guide the student when needed.  True discovery can take many routes (Ask Cristo Columbus) so where does the instructor impose the guardrails to make sure that discovery does not deviated too far from the subject matter to be learned.  If you are set to learn about fractions and the student discovers Pi instead, is that OK?

Authentic Learning
It appears to me that anyone with a new concept can make a case for it and put it out there to see if someone will endorse it and support it with critical review.  What I got from the authentic learning model is the instructor defines a real world problem and has the student take the lead in providing the learning initiative.  This seems a lot like discovery learning by the nature of the active role of the student, but the discovery is really limited to the presented problem at hand.

There are nine parts to the authentic learning model, which are:
1. Authentic context
2. Authentic activity
3. Expert performances
4. Multiple perspectives
5. Collaboration
6. Reflection
7. Articulation
8. Coaching and scaffolding
9. Authentic assessment

It seems that nine steps is popular between authentic and Kemp models  This model has a very high degree of flexibility.  Not sure if I would know for a fact that I am using this model or or combination of others.

I am looking forward to the next few weeks of presentations to see what others are going to presented.  This was very interactive and participation was good at all levels – the presenters and audience alike.

 

Week 3 – End of Week Reflection

After being exposed to the concept of structured instructional design, I reflect back on the many years of instructional design I was involved in with a company that I founded to provide enterprise training for large companies.  We always took a problem based instructional design.  It was quite a simple process.  We interviewed the client, provided focus group studies to determine the true nature of the problem and to better understand the participants.  Once we had that basic data we would decide the delivery approach and that was typically a function of the demography and technology available in their enterprise.  I really did not know that at the same time there were so many epistemological philosophies being evaluated in the field of education.  So I have a very fresh and interesting awakening to all the different approaches that have been established.

Week 2 – Understanding ID

What do you understand about instructional design from what you have read so far? What model will you present for class? Why? What interests you about it?

Instructional design like any discipline has a wide and deep dimension upon further analysis.  The simple model ADDIE which outlines the prescriptive process of Analysis followed by Design and Development, Implementation and Evaluation appears to be a fundamental starting point.  Each step has an outcome that feeds the next step.  Using this model as a standard it has been modified and redefined into many different variations.  A rapid prototyping approach can bring more flexibility to the ADDIE process.  ADDIE falls into the category of Prescriptive Design Models.  

Others in the is category is the ARCS model.  I find it very interesting from a motivational perspective.  Attention, Relevance, Confidence and Satisfaction.  The idea with this model is to promote and sustain motivation in the learning process.  I once asked a musician at what age he started to play the saxophone an he replied at the age of six years.  I commented that starting at a young age is the best time to start.  He responded, ” no – not at all, the best time to start is when you are motivated”.  For that reason, I have always looked for the motivation factor when it comes to learning.  I never know about the ARCS or Keller model until this course. 

The Kemp model is the one that I used for my model presentation.  It falls into the same prescriptive process that the ADDIE model uses, however it has a lot more flexibility and many iterations.  I also like the Kemp model because it has tremendous focus on the user and the suer environment.  Starting with understanding the user is very important and you can never go wrong. 

For my presentation, I am going to correlate six design projects that I have worked on in the past and show how they actually related to the Kemp model.  Once again, I never knew that I was using the Kemp model approach when building these commercial grade interactive multimedia programs.