Main Product Revision Main Field Testing

and evaluation. The process is interactive and the design is subject to constant revision. The immediate feel of being interactive and inclusive, and particularly the fact that the central focus is the learner needs and goals are the strengths of this model. There is also a focus on content analysis, as there would be in any educational design and a focus on support and service, which is not present in other ID models. The benefit of using Kemp’s model is that the method can be applied to any educational level – elementary, secondary, or college. It can be best applied first to individual topics and then to units and to complete courses. When the instructional designer and teachers have become fully familiar with the design plan, it may be applied to the efforts of an entire department or grade level Kemp, 1977:8. The plan is designed to supply answers to three questions, which may be considered the essential elements of instructional technology: what must be learned? objectives; what procedures and resources will work best to reach the desired learning levels? activities and resources; and how will we know when the required learning has taken place? evaluation Kemp 1977:8. The plan consists of eight parts. Each part is elaborated below: 1 Considering goals, and then listing topics, stating purposes for teaching each topic. According to Kemp, instructional design planning starts with recognition of the goals and topics. Those goals may be derived from three sources: society, students, and topics. Within curriculum areas or courses, topics are chosen for study, for each of which the teacher explicitly expresses the general statement of purposes. 2 Enumerating the important characteristics of the learners According to Kemp, teacher should recognize and respect the student as individual learner. Even ideally each person should be assisted in pursuing learning at his or her own pace and with his or her own selection of learning experiences and materials. Knowing the learner characteristics, the teacher must obtain information of the learners’ capabilities, needs, and interests. There should affect the emphases in instructional planning, including the information the determination of the topics and the level at which topics are introduced, the choice and sequencing of objectives, the depth of treatment, and the variety of learning activities. 3 Specifying the learning objectives This step is specifying the learning objectives to be achieved in terms of measurable student behavioral outcomes. Kemp states that this part is the difficult part but it is essential. Learning objective is concerning with learning as the outcome of instruction. Learning requires active effort by the learner. Thus, all objectives must be stated in terms of activities that will best promote learning. Objective tell students what goals they must attain, what ideas and skills will be included in the upcoming instruction, and what types of behavior will be expected during evaluation