Instructional Design Theoretical Description

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3. Specify the learning objectives to be achieved in terms of measurable

students behavioral outcomes In this step “the designer specifies the learning objectives so that what students’ performances are expected to achieve are clearly known Kemp, 1977. The learning objectives have to be stated in terms of activities in order to promote the learning itself. There are three major categories of objectives for learning. The first is cognitive domain which includes objective concerning knowledge, or information, and thinking. The second is psychomotor domain which treats the skills requiring use and coordination of skeletal muscles, as in physical activities of performing, manipulating, and constructing. The third is affective domain. This domain involves objectives concerning attitudes, appreciations, values, and all emotions like enjoying, conserving, and respecting for example.

4. List the subject content that supports each objective

In this step, the designer lists the subject contents that support each objective and have relationship with the students’ needs.

5. Develop pre-assessments to determine the student’s background and

present level of knowledge about the topic The pre-assessment was developed in order to give information about the students’ background and what students have achieved.

6. Select teachinglearning activities and instructional resources that will

treat the subject content so students will accomplish the objectives The designer should select the teachinglearning activities in order to support the design. Kemp 1977 states that the designer must determine the most 19 efficient and effective methods and select materials to provide learning experiences that will utilize the content associated with each objective.

7. Specifying support services for implementing activities and producing

materials Specifying support services is important in this research. According to Kemp 1977, the support services that should be needed in this research include budget, facilities, equipment, personnel, and schedules.

8. Evaluate students’ learning

The designer should evaluate the students by considering their achievements, whether they accomplish the objectives or not. Moreover, the evaluation should include three domains, namely cognitive domain, affective domain, and psychomotor domain. Those eight steps above are flexible. Kemp 1977 states that there is interdependence among eight elements. It means that it could be started whichever element that people want to start with. The Kemp’s model can be seen in figure 2.3.