eLearning Project Kemp ID Model Application

KEMP Model Step (source)

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Instructional Problems

1. Identify Learning Goals And Potential Obstacles

The first step in the Kemp Design Model is to identify the learning goals. Then pinpoint any potential roadblocks that may stand in the way of achieving those goals. For example, online learners must develop effective communication skills. However, busy schedules, lack of motivation, and minimal resources could prove to be problematic. As such, your eLearning team must figure out how to mitigate these issues in order to facilitate the desired outcome.

Identify the instructional problems and determine the goals for the program you will be designing.

• Goals: Induction to job (inclusive of institution and unit orientation)
  • New entrants – introduce successfully to the Organisation so they know the organisation structure, unit position within the overall org structure, interdependencies. Learners need to be able to identify basic processes unit is responsible for and recognise links and interdependencies with other units. Introduce Language/jargon
    • what broad concepts,
    • new knowledge,
    • what tasks to perform
    • skills demonstrate?
  • Current employees taking new jobs/responsibilities –

If from campus – intro to the unit (faculty). If new from within faculty – intro to the job

• • • at broad concepts – to understand the process and how it sits within the overall cycle.
    • new knowledge –
    • what tasks to perform – follow the steps, be able to seek for help
    • skills –

Focus on Orientation (institution and unit structure, Main  processes, Language/jargon, systems used, even website etc) and one or two small areas (e.g GTE, Timetabling, Academic Structure Mgmt)

PROBLEM/CHALLENGE: two different cohorts with different needs

Goals below (programme goals) – they probably should be more employee and performance context specific (depending on what we decide, they could be something like equipping employees with  the right set of tools and techniques to deal efficiently with everyday tasks,  manage difficult situations etc. )

Bit-size learning so they can pick up when suits, at the topic relevant to their individual level

Review FSH training documents to check what are the aims of the induction for the Unit

Learners Characteristics

2. Research Your Audience

Once you determine the overall learning goals, you need to research the needs, preferences, and goals of your individual online learners. Learn as much as you can about their backgrounds, experience levels, and common traits. This data allows you to create more targeted eLearning content. For example, you can develop more advanced online training materials for employees who already know the basics.

Explore the characteristics and needs of learners. Identify the characteristics that will influence and guide the planning process.

• Learning preferences and needs to be determined during the interview stage and more detailed questions could be asked using questionnaire.
• Demographic discrepancies,, very independent, possibly completely different learning styles.
• On Job training – basics for those who only start, but some who are there for a while have basics, so they would require more advanced training resources

The size of our unit is relatively small (7 -8 administrative staff and three managers). Most Administrators are in jobs of at least a few years, with some temporary staff joining the team every few months. Two of three managers are in the Faculty less than 6 months.  Due to the Ethics submission delay, I am not able to conduct a detailed analysis at this stage, so I need to base on my judgment and persona I create. Two personas. Persona A – a busy experienced administrator who occasionally is asked to take up some additional new tasks and responsibilities.  Persona B – a new entrant to the Faculty and University. This could be both administrator or manager. The main issue here would be ensuring smooth induction and onboarding.

The motivation issue would need to be addressed – while for the new entrants tis programme could be an integral part of their induction training, encouraging current employees to use the resource might be challenging.

Once approval of ethics committe is obtained, I am planning to conduct interviews asking my colleagues about various aspects of induction and  job training they received and would like to receive. ID plan will be updated based on their comments

Task Analysis

3. Gather Resources And Identify Suitable eLearning Activities

The third core element of the Kemp Design Model is identifying which online resources and tasks align with the overall learning objectives. That pertains to the organizational outcomes and individual online learner goals. It usually involves gathering your existing assets, identifying the key takeaways, and choosing suitable eLearning activities. The purpose is to determine which tasks convey the information in an easily digestible format.

One of the most important stages of the design process. Use this stage to understand what knowledge and procedures you need to include in the instruction to help the learner master the learning objectives

Bit size, modular learning, based on WP platform (as I am more familiar with this, I can start here and if this will be of use and accepted, we could move it to the Intranet – if that will be a requirement)

For organisational structure and processes – infographics – (interactive if possible), videoscribe or some other animation can be good as well.  Important to present processes / structure as simple as possible (not to overcomplicate them).

Problem based / scenario based learning – in case of complex process understanding problems and implications could help to understand the process itself.

Instructional Objectives

4. Emphasize Learning Objectives And Outcomes

Online learners must be aware of the learning objectives and desired outcomes before taking the eLearning course. As such, you need to clearly state how online learners will benefit from the eLearning experience and what they have to accomplish. For example, which skills or topics they must master upon completion of the eLearning course. It’s a good idea to create objective statements and bullet lists that highlight the benefits of active involvement. This allows online learners to focus on the learning goals and eliminates unnecessary distractions.

Identify the instructional and learning objectives. Specify exactly what the learner must learn and master. The objectives offer a sort of map for designing the instruction

• Learning is flexible and provides on demand access to needed information
• Recognise main processes and people responsible
• Be able to identify person/ people / units  who can help
• Be able to indicate main units and links with the faculty
• Be able to identify main units within the faculty

Content Sequencing

5. Develop eLearning Course Content Based On A Specific Sequence

The Kemp Design Model suggests sequential content delivery. You should develop your eLearning course in such a way that online learners build on existing knowledge. For example, start with a summary that offers a general overview of the task, and then online learners explore each step involved in the order they are performed. Alternatively, they receive rudimentary information about the topic before delving into related ideas and concepts. It’s all about breaking the eLearning content into easily digestible pieces that appear in a logical order to enhance knowledge retention.

Arrange content in a logical order for effective learning. The order in which the information is presented plays an important role in helping the learner understand and learn the information

• Orientation
  • Institution
    • Campuses
    • Structure
      • Faculties
      • Other units (Registry, GSO, International Office)
    • Processes (briefly what are they and what they involve)
      • Curriculum Management
      • Exams
      • Timetabling
      • Etc
      • How do students see it? (Map or infographic with the points where students are present??)
    • Systems
    • People
• Induction to processes – could start from students perspective (ie. application through CAO or PAC, acceptance, enrolment, exams, sometimes deferrals, repeats etc, then progression graduation) and then lay over the actual processes (again could be an infographic or animation. If infographic could be linked to the actual pages with more details on each of the processes.
  • • • Curriculum Management
      • Exams
      • Timetabling
      • Etc

Content sequencing adhering t ARCS motivational model (Attention, Relevance, Confidence and Satisfaction) and Gagne 9 events of instruction

MACRO – introduction + modules reflecting 

MICRO – sequencing of each lesson

Instructional Strategies

6. Determine The Ideal Instructional Design Approach

The sixth step is finding out which Instructional Design strategy is best for the subject matter and your audience. For instance, which Instructional Design theories you’ll use to create your eLearning course. You’ll have to take all of the preceding factors into consideration, such as organizational objectives, personal goals, learning preferences, and the subject matter itself.

This is considered the creative step. This stage involves designing creative and innovative strategies to present the information and help learners reach the stated learning objectives

???A reflective cycle practice as an element of instruction (an experiential learning where by reflecting on their own practice learners actively engage with the content, develop critical thinking, link the theory presented with their own practice and make amendments)(there is research that experiential learning raises motivation level, and improves overall enjoyment of the course)??

Designing the Message

7. Choose The Ideal Content Delivery Method And Fine-Tune Your Message

How will you deploy your eLearning course? Are online learners going to follow self-paced learning paths? Or will they be required to attend synchronous events periodically? These are all questions to address during this phase of the Kemp Design Model. You must also determine the message you want to convey to your online learners.

Plan and design the instructional message and decide how it is to be conveyed  The message is the pattern of words and pictures used to communicate with learners, and the process is the act of arranging the words and pictures

• Completely online with assigned mentor (or mentors in each area)
• Sealf peaced
• On demand
• Not sequencial (at least not completely sequential)
• Persona Learning Journal Can be added – a template to download and fill in to be used as part of performance review – could have questions, ideas, problems, challenges, suggestions

Instructional Delivery

8. Provide Support Resources To Online Instructors And Learners

Both online instructors and learners need support before, during, and after the eLearning course. For example, a microlearning online training library that features relevant eLearning activities and presentations to broaden their understanding. In the case of online instructors, help may come in the form of online discussions that feature tips and tricks. Here are a few support resources you may want to add to your eLearning course design:

-Support – before after and during  this can be linked with the motivational models (Gilly Salmon’s or Wolodkowski ) or Self Regulated Learning support  

Proposed course structure table as stated below

Forms of support – offline  mentor, online – discussion board,

Evaluation Instruments

9. Create An Effective eLearning Assessment Plan

You need a way to evaluate online learner progress, as well as the effectiveness of your eLearning course design. Thus, you must have an effective eLearning assessment plan in place that focuses on learning objectives. For example, how often you will assess online learners and which evaluation method is right for the task. Simulations and branching scenarios may be the ideal approach for performance-based objectives, while multiple choice exams are great for company policy or compliance mastery.

develop evaluation instruments that will be used to assess and evaluate learner’s mastery of the learning objectives (both summative and formative).

• Quizzes with multiple choices q and answers as a standard check of what was learnt – suitable for policy compliance.
• Scenario-based approach (simultaneous or branching) – suitable for performance-based objectives.
• Mentors feedback?
• Group feedback?
• Some form of collaborative feedback? Eg. Scenario-based questionnaire and could be reviewed by relevant staff members?
• Or questions asked by the new person need to be answered (both in writing)  and could contribute to the knowledge database if important,

• Introduce the location of organisation grounds and campuses

• Develop awareness of facilities available across various locations

• Text to introduce
• Video or animation or interactive map  to visualise 
• Quiz (e.g. scenario based how the story would finish if..)  to gamify, grab attention and educate about one’s emotional intelligence type

• Word/ WordPress
• Video – some available online?
• Quizz – custom from plugins available online could be combined with storyboarding (storyboard that) to make a nice visual scenario