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Morrison, Ross & Kemp         (MRK) ModelA holistic learner approach to instructional designthat considers all factors in ...
Learner-Focused Approach The instructional designer initially asks 6  questions related to the skills or knowledge to  be...
Morrison, Ross & Kemp
6 Initial Questions 1. Required level of learner readiness 2. Instructional strategies and media that    are most appropri...
9 Key Elements – within Oval1.   Identify instructional problems, and specify goals for     designing an instructional pro...
ADDIE Steps Applied to MRK
Planning and Revision   The use of ovals for the two out rings    emphasizes the models flexibility and    continuous ref...
Benefits of MRK   Project Planning   Project Management   Support Services (during development    and actual instructio...
What makes it different fromother models?   Instruction is considered from learner    perspective   Continuous refinemen...
Helpful Resources   Instructional Designers Job aids    (MRK)    ◦ http://aesthetech.weebly.com/morrison-      ross--kemp...
Sources   Michael Hanley (2009, June 10). Discovering Instructional Design 11: The    Kemp Model    Retrieved from: http:...
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Morrison, Ross & Kemp (MRK) Model

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Morrison, Ross & Kemp (MRK) instructional design model.

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Transcript of "Morrison, Ross & Kemp (MRK) Model"

  1. 1. Morrison, Ross & Kemp (MRK) ModelA holistic learner approach to instructional designthat considers all factors in the environment. Julie Kenney & Ellen Shortell
  2. 2. Learner-Focused Approach The instructional designer initially asks 6 questions related to the skills or knowledge to be learned. Based on the info attained, the ID determines which 9 “elements” are to be used to develop an instructional development plan. Can start with any of the 9 elements. No interdependencies between the 9 elements. Needs constant planning, design, development and assessment to ensure effective instruction.
  3. 3. Morrison, Ross & Kemp
  4. 4. 6 Initial Questions 1. Required level of learner readiness 2. Instructional strategies and media that are most appropriate for the content and the target population 3. Level of learner support required 4. Measurement of achievement 5. Strategies for formative evaluation 6. Strategies for summative evaluation
  5. 5. 9 Key Elements – within Oval1. Identify instructional problems, and specify goals for designing an instructional program.2. Examine learner characteristic 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.
  6. 6. ADDIE Steps Applied to MRK
  7. 7. Planning and Revision The use of ovals for the two out rings emphasizes the models flexibility and continuous refinement. The inner oval (surrounding the core) illustrates that revision/formative evaluation activities can be undertaken at each stage of the development process. The outer oval highlights three elements – namely project planning, project management, and support services.
  8. 8. Benefits of MRK Project Planning Project Management Support Services (during development and actual instruction) Ease of use by less experienced designers/teachers Holistic approach to instructional design as it considers all factors in the environment
  9. 9. What makes it different fromother models? Instruction is considered from learner perspective Continuous refinement Flexibility – no define start or end point General systems or object-oriented view Support and Project Management of the instructional design process
  10. 10. Helpful Resources Instructional Designers Job aids (MRK) ◦ http://aesthetech.weebly.com/morrison- ross--kemp.html Designing Effect Instruction (6th Edition) ◦ Gary R. Morrison, Steven M. Ross, Howard K. Kallman, Jerrold E. Kemp
  11. 11. Sources Michael Hanley (2009, June 10). Discovering Instructional Design 11: The Kemp Model Retrieved from: http://michaelhanley.ie/elearningcurve/discovering- instructional-design-11-the-kemp-model/2009/06/10/ The Herridge Group, Inc. (2004, December ) PDF document Retrieved from: http://www.herridgegroup.com/pdfs/The%20use%20of%20Traditional%20ISD %20for%20eLearning.pdf AestheTECH. Instructional Design – Morrison, Ross & Kemp Retrieved from: http://aesthetech.weebly.com/morrison-ross--kemp.html Brooke Loren Seidman. Understanding Instructional Design Retrieved from: http://plaza.ufl.edu/brooke83/ID%20website%20template/kmr.html Yavuz Akbulut, MA. (2007, April) Implications of two well-known models for instructional designers in distance education: Dick-Carey Versus Morrison- Ross-Kemp. Turkish Online Journal of Distance Education-TOJDE, ISSN 1302-6488, Volume: 8 Number:2 Articule:5 Retrieved from https://tojde.anadolu.edu.tr/tojde26/pdf/article_5.pdf
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