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c. Specifying the Learning Objectives
The next step is specifying learning objectives. It is called learning objectives because the concern is with the learning as the outcome of instruction.
Learning requires active effort by the learner. All objectives must be stated in terms of activities that will be best promote learning.
The categories of objectives can be groups into three groups; cognitive, psychomotor, and affective. In specifying the learner objectives, the designer
stating measurable objective that is known specifically what it is that will be taught and later can determine whether it have been accomplished or not.
d. Listing the Subject Content to Support the Learner Objectives
The subject content is “comprises the selection and organizing of the specific knowledge facts and information, skills step-by-step procedures,
conditions, and requirements and attitudinal factors of any topic.” It is should be related closely to the objectives and the students’ need.
e. Developing Pre-Assessment
In this section, it should be known whether the students have had the background preparation to study the topic and whether they have been proficient
to study the material. The assessments that are done can be divided into two categories. They are prerequisite testing and pre-testing. A prerequisite testing is
used to know whether the students have the appropriate background preparation to the topic. While, pre-testing is used to know which of the objectives that the
students have known and understood.
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f. Selecting The TeachingLearning Activities and the Resources to
Accomplish the Objectives
It is used to determine the effective methods to present the material and the select the material to provide learning experience. In selecting the
teachinglearning activities; there are some terms that must be consider; they are personnel responsibilities, teachinglearning patterns, principle of learning, group
presentation, individualized learning, interaction between teacher and students, instructional resources, selecting media, and making the final decision on media.
g. Organizing Support Services
The support services here, such as, budget, facilities, equipment, time and schedule, and coordinating with other activities. Kemp 1997:85 says “It must be
considered at the same time instructional plans are being made and materials, being selected.”
h. Evaluating the Students’ Learning
It is the payoff step in instructional design plan. It is used to measure the learning outcomes relating to the objectives. Some terms that can be evaluated,
such as, standard of achievement, written test, performance, and psychomotor objectives, objectives in the affective domain, testing using audiovisual and other
materials, phase evaluation of learning. Those eight steps of Kemp’s Instructional Design Model were presented in
Figure 1. There is an interdependence among the eight elements. The broken lines in the diagram indicate the revisions of elements made necessary by evaluation
data gathered on students’ accomplishment of objectives.
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Figure 1: Instructional Design Plan by Kemp 1997:9
A. Theoretical Framework
