Much like the Knirk and Gustafson design model, Kemp's model is also small scale and can be used for individual lessons.
In comparing Gange's Nine Steps of Instruction and Kemp's Design Model, several topics are included in both. Obviously both identify goals and objectives and making this information known to the student. Designing and delivering instructional experiences with specifically selected resources that will allow learners to master the objectives. The last is assessing student performance.

The differences between the two are visible in Gagne's nine steps following a sequential model of instruction - do this, then this, and this and end with this. The Kemp Model is a big picture view of instructional design. Here are all the things instructors need to take into consideration but not necessarily in a particular order. Kemps model does however give some guidance in knowing that planning, project management, support services and the summative evaluation…...

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Resources:

Kemp Design Model" (2007). Retrieved 12/03/07 at  http://edutechwiki.unige.ch/en/Kemp_design_model .

Knirk and Gustafson design model" (2007). Retrieved 12/03/2007 from:  http://edutechwiki.unige.ch/en/Knirk_and_Gustafson_design_model .

Mappin, D., Phan, R., Kelly, M. And Bratt S. "Module 4: An Overview of Instructional Systems Design" (1998). University of Alberta. Retrieved 12/03/2007 at http://www.quasar.ualberta.ca/edit573/modules/module4.htm.

Qureshi, E. "Instructional Design" (2004). Retrieved 12/04/2007 at  http://web2.uwindsor.ca/courses/edfac/morton/instructional_design.htm .

Instructional Design offers teachers a number of advantages and disadvantages. Instructional design can provide a framework and allow the coordination of assessment, objectives and teaching. However, instructional design can be limited by weak learning objectives, and potentially supersede real concerns over learning. Despite these disadvantages, instructional design is a valuable teaching tool.
Instructional design can be defined as "is the analysis of learning needs and systematic development of instruction. Instructional design models typically specify a method, that if followed will facilitate the transfer of knowledge, skills and attitude to the recipient or acquirer of the instruction" (Wikipedia). While instructive, this definition does little to reveal the true nature of instructional design. A simpler definition may be of instructional design as "the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning" (McNeil).

Cognitive learning theory provides the largest single influence on instructional design in today's…...

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References

McGriff, Steven J. ISD Knowledge Base / "Theoretical" Introduction. Last Update: 10/27/2001. 26 June 2004. http://www.personal.psu.edu/faculty/s/j/sjm256/portfolio/kbase/Theories&Models/theoryintro.html

Smith, P.L., & Ragan, T. (1999). Instructional design. New York: John Wiley & Sons.

McNeil, Sarah. 20004. What is Instructional Design? CUIN 6373, Instructional Design. College of Education, University of Houston. 26 June 2004. http://www.coe.uh.edu/courses/cuin6373/whatisid.html#definitions

Rieber, Lloyd. Introduction to Instructional Design. 26 June 2004. http://www.arches.uga.edu/~lrieber/edit6170/ppt/intro_to_ID-rieber.ppt

This creates a problem in terms of homework exercises: students without a computer at home could hardly be expected to complete computer assignments outside of the classroom. This widens the digital divide, as students with computers at home have a large advantage in terms of learning and concomitant future opportunities.
olutions for the Digital Divide

The digital divide is a significant problem not only in education, but also in terms of job opportunities and the future of learners. It is directly connected to the divide between the very rich and the extremely poor, which means that it is imperative to address the problem if any social equality and human rights are going to be reached in the future.

TeacherNet (2007) cites the case study of Bowbridge Primary chool, where an initiative has been launched to increase the learners' access to computers not only at school, but also at home. The project entails…...

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Sources

LMS Associates (1990). Lesson Plan: History of Mathematics.  http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Mathematics/History/MAH0001.html 

Malachowski, Michael J. (2007). ADDIE-Based Five-Step Method Towards Instructional Design.  http://fog.ccsf.cc.ca.us/~mmalacho/OnLine/ADDIE.html#ID 

Mallette, Bryan (2007). Social Change Instructional Plan. http://www.lessonplanspage.com/SSSociologySocialChangeHS.htm

Milken, Lowell (2007). Technology Counts. Milken Exchange & Education Week.  http://www.mff.org/edtech/article.taf?_function=detail&Content_uid1=276

Instructional Design and Needs Assessment
Instruction design could be defined as an activity which is purposeful in behavior in which reflection on decisions to be taken in design plays a significant role. (Shambaugh, 2000) There are various models of instructional designs which are used in education of which a popular method is ADDIE model. The ADDIE model is a simple model used for design of instructions and can be widely used in several settings because of its systematic and generic nature. (Peterson, 2003) Almost all models have five areas namely: analysis, design, development, implementation, and evaluation. (JHPIEGO's Instructional Design Process)

In the analysis phase, main centre of attention of the designer is focused on the target audience. The most commonly used analysis techniques are the needs assessments. The needs assessment is performed to understand the need of the audience. This is done by making a distinction between what information the students already…...

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References

"JHPIEGO's Instructional Design Process" Retrieved from   Accessed on 7 February, 2005http://www.reproline.jhu.edu/english/6read/6training/process/3ids.htm 

Jones, Eric D; Southern, Thomas W. (May, 2003) "Balancing Perspectives on Mathematics Instruction" Focus on Exceptional children. Vol: 35; No: 9; pp: 1-26

Peterson, Christine. (Fall, 2003) "Bringing ADDIE to life: Instructional design at its best" Journal of Educational Multimedia and hypermedia. Volume: 12; pp: 215-227

Shambaugh, Neal. (2000) "Using Student-Developed Scenarios to Couple Design and Reflection" Tech Trends. Vol: 48; No: 3; pp: 26-30

Instructional Design
A recent study determined that "educational design research integrates design and research into a socially responsible approach to inquiry related to learning and teaching" (Oh, eeves, 2010, p. 263). The Oh and eeves study is just one example of why I include research-based design in my practice. Oftentimes, it behooves me to discover a variety of techniques available to address certain situations, and without research, I would have no access to those various techniques. esearch allows me the opportunity to discover how others view the same problems that I am confronted, but even more importantly allows me to see solutions that I might not otherwise consider.

As Henry Clay Lindgren wrote in the 1950's "the terms theories of learning has a formidable sound to it. It may connote research with mice and monkeys, complex mathematical formulae, and esoteric research papers" (Lindgren, 1958), but what it really means is what do…...

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References

Bergom, I.; Wright, M.C.; Brown, M.K.; Brooks, M.; (2011) Promoting college student development through collaborative learning: A case study of., About Campus, Vol. 15, Issue 6, pp. 19 -- 25

Gardner, H.; (2011) Promoting learner engagement using multiple intelligences and choice-based instruction, Adult Basic Education and Literacy Journal, Vol. 5, Issue 2, pp. 97-101

Lindgren, H.C.; (1958) Learning theory and teaching practice, accessed on May 3, 2012 at  http://www.ascd.org/ascd/pdf/journals/ed_lead/el_195903_lindgren.pdf 

Oh, E. & Reeves, T.C.; (2010) The implications of the differences between design research and instructional systems design for educational technology researchers and practitioners, Educational Media International, Vol. 47, Issue 4, pp. 263- 275

"
One recent debate around the subject of instructional design is based in learning theories. Experts and laymen alike wonder if there is a specific learning theory that is more suited to using instructional design. esearch indicates there is not as long as the instructional design is well planned and facilitated smoothly (Melo, 2004).

MY PLAN

In my own teaching career I plan to utilize instructional design on regular basis. I will begin each year with a careful evaluation of the student need. This will be done by examination of test scores, conversations in the classroom and concerns of the parents through a questionnaire process.

Once I have established the needs of the students I will apply them to the learning objectives that have been set out by the state, the county and the local school system. I will also align them with the various projects and unit studies that I have planned for…...

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References

Instructional Design as a Process (accessed 8-5-06)

http://www.coe.uh.edu/courses/cuin6373/whatisid.html

Melo, Rubens (2004) Learning theory and instructional design using learning objects.

Journal of Educational Multimedia and Hypermedia

Summative assessments are useful to determine a student's level of mastery and can be an indicator of potential for success in subsequent courses or units. If a student does poorly on a summative assessment, for example, remedial instruction may be required. Summative assessments help teachers evaluate content and delivery and make adjustments as needed. Summative assessments are not always useful for informing instruction. When they are used at the end of a course, for example, the teacher may not have the opportunity to work further with that particular group of students.
Assessments can be misused when results are interpreted according to a certain agenda. For example, a school district may be facing a severe budget crisis and opt to reduce services to save money. Particularly when a test is evaluated subjectively, the results can be skewed to show that a child does not need a referral for special services.

The discussion…...

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References

Meyers, N.M., & Nulty, D.D. (2009). How to use five curriculum design principles to align authentic learning environments, assessment, studens' approaches to thinking and learning outcomes. Assessment & Evaluation in Higher Education 34(5), 565-577.

Oakes, B. (2011). Education Commissioner: MCAS cheating rare, taken seriously. WBUR.org.

Retrieved from  http://www.wbur.org/2011/03/22/mcas-cheating 

When teachers cheat, don't blame the tests. (2011). USA Today 3/11/11. Retrieved from Master FILE Premier database.

If the teacher believes that something there is missing, then he or she will have to make some of the pre-requisite knowledge part of the objective to be achieved (Scott, 2001).
Prioritizing and sequencing the information now becomes the important task for the teacher ("Techniques of Analysis," 2000). In order to process the information, students need it to be presented in a logical manner which includes ranking what is most vital to least vital. Although the teacher may not specifically state this to the students, the teacher should be aware of which tasks the students must master completely vs. other tasks that are secondary. Sequencing also plays an important part in a student's acquisition of information. If looked at from a Constructivist point-of-view, the students need to build their knowledge upon existing knowledge. Some of the existing knowledge they may already possess due to prior learning; however, in order to…...

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References

Scott, R. (2001). Review of Learning Task Analysis. Retrieved October 20, 2006 at http://www.ehhs.cmich.edu/~rmscott/Lesson4.html

Techniques of Analysis. (2000). Retrieved October 20, 2006 at http://wwwpersonal.psu.edu/jlf105/analysis.htm

4). Another extremely important result is that from an important economic point-of-view, the use of this project has reduced costs by an average of forty percent; coupled with cost savings ranging from 20% to 77% (Twigg, 2004, para. 4).
The issue of increasing learning ability and accessibility through the use of technology is nothing new. However, what Twigg suggests in this article is that until the implementation of this project there had not been an optimal relationship between instructional design and technology.

One of the central ideas that illustrate the above point is the change in students from being passive note-takers to a more dynamic instructional model that stresses self-exploration and problem solving. This approach also involved more comprehensive and ongoing feedback, as well as continual assessment of work via technological aids. According to Twigg the project also places emphasis on more online tutorials. While these aspects are not revolutionary in…...

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References

Instructional design. Retrieved from  http://www.instructionaldesign.org/ 

Graves, W., and C. Twigg. ( 2006) The future of course redesign and the national center for academic transformation: An interview with Carol A. Twigg. Retrieved from http://innovateonline.info/pdf/vol2_issue3/The_Future_of_Course_Redesign_and_the_National_Center_for_Academic_Transformation-_An_Interview_with_Carol_A._Twigg.pdf

Program in Course Redesign (PCR). Retrieved from  http://www.thencat.org/PCR.htm 

Twigg C. (2004) A Promising Path for Education: Technology. Retrieved from  http://www.universitybusiness.com/viewarticle.aspx?articleid=321

technology and instructional design in education began during orld ar II. In this short essay, the author will evaluate its effectiveness in the post-war period.
As during the Second orld ar, many of the advances came about due to the need to educate soldiers and the public in the fight against the monolithic enemy of communism during the Cold ar. Unlike during orld ar II, the Cold ar was of indeterminate length. ith no end in sight, the "race" between the U.S. dominated west and the Russian dominated east involved every bit of technology. Instructional technology (IT) as a field was no different.

During the war, films, film strips and other visual aids as well as audio equipment were necessary for the rapid and mass education of military personnel being trained to fight in orld ar II. Based upon these experiences and the perceived (as well as actual) successes in training…...

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Works Cited

Reiser, R. (2001). A history of instructional design and technology: part I: a history of instructional design. ETR&D, 49(1), 53-63.

Reiser, R. (2001). A history of instructional design and technology: part ii: a history of instructional design. ETR&D, 49(2), 57-67.

instructional design models, including elements defining ways traditional methods encourage learner involvement. eferences required. A peer reviewed journal article, textbooks, and current journal articles credible websites.
Discuss the various instructional design models, including elements defining ways in which traditional methods encourage learner involvement.

The foundational instructional design model is called the 'ADDIE' model: analysis, design, development, implementation, and evaluation. During the analysis (planning) phase, the designer identifies the "learning problem, the goals and objectives, the audience's needs, existing knowledge, and any other relevant characteristics. Analysis also considers the learning environment, any constraints, the delivery options, and the timeline for the project" (ADDIE Model, 2012, Learning Theories). During the design phase, learning objectives are further specified as the instructional plan takes shape. The development phase involves the actual creation of the content. The implementation phase is the execution of the instructional plan. During this execution phase, input is solicited from learners and…...

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References

ADDIE Model. (2012). Learning theories. Retrieved:

 http://www.learning-theories.com/addie-model.html 

Clark, Don. (2010). Why instructional system design? Retrieved:

 http://www.nwlink.com/~donclark/hrd/sat1.html

Time to develop and use assessments effectively must be built into the teachers' work week. They are time-consuming, but worthwhile, and should not be administered as an afterthought. The results tell us a great deal about students and ourselves. It will be a challenge to make sure assessments are meaningful and are accorded the time they deserve.
When we think of assessments, we often think about formal assessments, whether they are teacher-created quizzes, chapter tests from a textbook, or standardized tests that compare students across the country. Assessment can, and should, include the informal observations teachers make in their classrooms on a daily basis. Because teachers spend so much time with their students, they are in a good position to see both struggles and progress. It may be one of the easiest ways to see what students need because it is immediate and requires no preparation. We can learn from…...

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References

Hur, J.W., & Suh, S. (2010). The development, implementation, and evaluation of a summer school for English language learners. The Professional Educator 34(2).

Joosten-ten Brinke, D., Sluijmans, D.M.A., & Jochems, W.M.G. (2010). Assessor's approaches to portfolio assessment in assessment of prior learning procedures.

Evaluation in Higher Education 35(1), pp. 55-70.

Rhodes, T. (2010). Since we seem to agree, why are the outcomes so difficult to achieve? New

This is where a clear framework of educational objectives is necessary for a school and particular discipline. No teacher really works alone; all teachers must rely on the fact that student achievement is attained through a careful understanding of where students need to be.
The teacher's other task is to determine what other factors might impact student learning ("Assess Instructional Needs," 2001). What other needs of the students must be met in order for the student to master a new skill or concept? This could be an obvious consideration such as do all students speak English as their primary language. If not, modifications may have to be made from the beginning of the process. Other factors that need to be consider such as the socio-economic factors of the community or individual students overlap with the learner analysis portion of creating an instructional design system. Other stresses from family life, peers,…...

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References

Institute of Electrical and Electronics Engineers, Inc. (August, 2001). Assess

Instructional Needs. Retrieved October 19, 2006 at  http://www.ieee.org/organizations/eab/tutorials/refguide/als01.htm 

Techniques of Analysis. (2000). Retrieved October 20, 2006 at http://wwwpersonal.psu.edu/jlf105/analysis.htm

Instructional Practices for High Level Learners
hen it comes to the right curriculum (instructional practices) that teachers and administrators should be developing -- that are effective in helping students achieve a high level of learning -- this paper points to a standards-based system (combined with creative curricula) as the most effective. There are a number of ways in which teachers can implement those practices that lead to a high level of learning in students -- and this paper reviews those strategies.

Explain various instructional practices designed to achieve high-level learning for all students in a standards-based curriculum.

Instructional practices in schools rarely stay static, according to a peer-reviewed article in the journal Computers in the Schools. In fact, many schools over the past few years have been actively engaged with "fundamental restructuring efforts" because teachers appear willing in many instances to try "…a range of instructional practices" that will be beneficial to the…...

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Works Cited

Copeland, S.R., and Cosbey, J. (2008-2009). Making Progress in the General Curriculum:

Rethinking Effective Instructional Practices. Research & Practice for Persons with Severe

Disabilities, 33(4), 214-227.

Liu, L., Jones, P.E., and Sadera, W.A. (2010). An Investigation on Experienced Teachers'

Instructional Building Design
Over the last several years, institutions of higher education have been facing considerable challenges. This is because the total number of enrollments is increasing. While at the same time, they have to build new facilities to keep up with demand. Evidence of this can be seen with observations from study that was conducted by the National Center for Education Statistics which said, "Enrollment in degree-granting institutions increased by 37% between 2000 and 2010 from 15.3 million to 21.0 million. Much of it was in full-time enrollment; the number of full-time students rose 45%, while the number of part-time students rose 26%. During the same time period, the number of females rose 39%, whilst the number of males rose 35%. These increases can be affected both by population growth and by rising rates of enrollment. Between 2000 and 2010, the number of 18- to 24-year-olds increased from 27.3 million…...

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References

Fast Facts. (2012). NCES. Retrieved from:  http://nces.ed.gov/fastfacts/display.asp?id=98 

Promoting Space Efficiency in Building Design. (2010). SMG. Retrieved from:  http://www.smg.ac.uk/documents/PromotingSpaceEfficiency.pdf 

Carpenter, W. (1997). Learning by Building. Hoboken, NJ: Wiley.

Lombardozzi, C. (2012). Learning Environments by Design. Philadelphia ASTD. Retrieved from: http://www.astdphl.org/Resources/Documents/Annual%20Conference%202012/Track%202-Session%202%20Learning%20Environments%20by%20Design%20(C%20Lombardozzi).pdf