Jerrold Kemp

Kemp was born on 23 April 1921 in New York. He served in the U.S. Army Air Forces from 1942–1947 as a Weather and Air Traffic Control Officer. He became a lieutenant colonel. He lived in California with his wife Edith.{{Cite AV media |url=http://hdl.handle.net/10919/49425 |hdl=10919/49425 |hdl-access=free |title=Interview with Dr. Jerrold Kemp |publisher=Virginia Tech |year=2011 |last1=Lockee |first1=Barbara B.|author-link1=Barbara Lockee}}

Kemp was a former president of the Association for Educational Communications and Technology. He was author or co-author of five textbooks and consulted on educational projects and practices in numerous schools, universities, and agencies in foreign countries and UNESCO. Kemp was the Year 2000 Technos Press Author.{{Cite web |url=http://www.ait.net/technos/books/interactive_guidebook.php |title=Technos |access-date=2015-02-25 |archive-url=https://web.archive.org/web/20150225045155/http://www.ait.net/technos/books/interactive_guidebook.php |archive-date=2015-02-25}}

Kemp received his doctorate in instructional technology from Indiana University. He began his career in academia at the San Jose State University as a professor of education, where he also worked as the coordinator of media production and instructional development services. He taught at San Jose State University for 30 years.{{Citation needed|date=December 2019}}

Education

University of Florida. B.S. 1942 (Chemistry major)

University of Miami, Coral Gables, Florida M.S 1952

Indiana University D.Ed. 1956

The Kemp Design ModelReiser, R. A. (2001). A history of instructional design and technology: Part II: A history of instructional design. Educational technology research and development, 49(2), pages 57-67.Ryder, M. (2003). Instructional design models. School of Education, University of Colorado at Denver http://carbon.cudenver.edu/~mryder/reflect/idmodels.html {{webarchive|url=https://web.archive.org/web/20070825040302/http://carbon.cudenver.edu/~mryder/reflect/idmodels.html}} (Consultada el 18 de agosto de 2007).Cheng, Y. C., & Yeh, H. T. (2009). From concepts of motivation to its application in instructional design: Reconsidering motivation from an instructional design perspective. British Journal of Educational Technology, 40(4), pages 597-605.https://drbalakidd.files.wordpress.com/2010/11/jerrold_kemp_2.pptx {{User-generated source|date=August 2022}}{{Cite web |url=http://insdsg619-sp10.wikispaces.com/file/view/MRK_Chadd_McGuire_FINAL.ppt |title=Archived copy |access-date=2015-02-25 |archive-date=2016-03-03 |archive-url=https://web.archive.org/web/20160303234911/http://insdsg619-sp10.wikispaces.com/file/view/MRK_Chadd_McGuire_FINAL.ppt}}

[http://etec.ctlt.ubc.ca/510wiki/The_Kemp_Model_of_Instructional_Design The Kemp Model of Instructional Design]{{Cite web|url=http://etec.ctlt.ubc.ca/510wiki/The_Kemp_Model_of_Instructional_Design|title = The Kemp Model of Instructional Design - ETEC 510}}Kemp, J. (1985). The Instructional Design Process. New York, New York: Harper Row. is a relatively recent instructional design model explained in Kemp's book Designing Effective Instruction.Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective instruction. John Wiley & Sons.

It has been called a holistic approach because some believe it includes more elements into the design process.{{Citation needed|date=December 2019}} It consists of 9 elements:

1. Identify instructional problems, and specify goals for designing an instructional program.
2. Examine learner characteristics that should receive attention during planning.
3. Identify subject content, and analyze task components related to stated goals and purposes.
4. State instructional objectives for the learner.
5. Sequence content within each instructional unit for logical learning.
6. Design instructional strategies so that each learner can master the objectives.
7. Plan the instructional message and delivery.
8. Develop evaluation instruments to assess objectives.
9. Select resources to support instruction and learning activities.

Kemp's cognitive learning design model is learner-centered, thus its oval shape, and the steps are interdependent; the steps do not have to be followed in any particular order to complete the instructional learning systems design. This signifies a systems approach in which the instructional design process is a continuous cycle, while maintaining the importance on how to manage the instructional design process.

The characteristics of the model

• All elements are interdependent
• All the elements can be performed simultaneously as the model is nonlinear and flexible
• The user can start at any point in the process
• Learning needs, goals, priorities and constraints determine the instructional solutions.
• All programs or projects may not require all nine elements.

This book has over 1400 citations on Google Scholar:

Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective instruction. John Wiley & Sons.

Other books and publications include:

Kemp, J. E., & Cochern, G. W. (1994). Planning for Effective Technical Training: A Guide for Instructors and Trainers. Educational Technology.

Kemp, J. E. (1980). Planning and producing audiovisual materials (No. Ed. 4). Harper & Row.

Kemp, J. E. (1996). School Restructuring: Your School Can Do It!. Techtrends, 41(1), pages 12-15.

Kemp, J. E. (1971). Instructional Design; A Plan for Unit and Course Development.

{{Reflist}}

{{Authority control}}

{{DEFAULTSORT:Kemp, Jerold}}

Category:2015 deaths

Category:1921 births

Category:Indiana University alumni

Category:University of Florida College of Liberal Arts and Sciences alumni

Category:University of Miami alumni

Category:United States Army Air Forces personnel of World War II

Category:United States Air Force officers

Category:United States Air Force reservists

Category:San Jose State University faculty