Topic outline

  • The Kemp Model of Instruction

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  • Instructional Problem

  • Learner Analysis

    • Who are you trying to teach?

      Define your target audience. How old are they? Are they all male or all female? Where do they live? What do they know? What are they good at? What is their education? What is their attitude? What is their availability throughout the week?

  • Task Analysis

    • Define Your Task From General to Micro

      Create a task map that outlines all of the different steps and micro-tasks required to complete the task.


  • Learning Objectives

    • Create Mager-Style Objectives

      Use Bloom's Taxonomy to define the measurable outcomes you will be able to use in assessing whether or not learning has occurred.

      Domains of Knowledge:

      • Facts - Statement or condition that is either true or false.
      • Concepts - ideas, conditions, and relationships surrounding facts.
      • Principles - rules and relationships between concepts.
      • Procedures - how we get it done!
      • Attitude and Affectation - how we feel about it, our attitude and mindset.

  • Content Sequencing

    • Develop the Sequence of instruction to Support the Task Analysis

      Consider required skill development and time to become familiar with new concepts before advancing to new concepts and principles.

  • Instructional Strategies

    • Consider Audience-Appropriate Strategies to Engage and Motivate Learning

      • Start with what they already know as a scaffold to build upon.
      • Remember Gagne's 9 Events.
      • Active learning strategies to practice procedures and related concepts.
      • Independent and community learning opportunities.

  • Designing the Message

    • Deliver Your Strategies Through Media and Lesson Design

      • Determine how to deliver the instructional materials and guidance to enact your instructional strategies.
      • Consider thematic elements, scenarios, personas, media literacy and time for development of instructional materials and assessments.
      • Identify synergies between cohort and learning objectives for inherent interests and concerns.

  • Development of Instruction

    • Create Media and Configure Learning Technologies

      • Instructional Materials
      • Assessments and Rubrics
      • LMS Modules
      • Assignment settings
      • LTI Resources
      • Calendar of Communications

  • Evaluation Instruments

    • Measure How Much Learning Happened

      Use Learning Objectives and Task Analysis to determine metrics.

      Include course critique, technology, classroom, and instructor critique if relevant.

  • Inner Sphere: Evaluations and Revision

  • Outer Sphere: Planning, Implementation, Project Management, Support Services