1. Morrison, Ross & Kemp
(MRK) Model
A holistic learner approach to
instructional design that considers
all factors in the environment.
Julie Kenney & Ellen Shortell
2. Learner-Focused Approach
The instructional designer initially
asks 6 questions related to the skills
or knowledge to be learned.
Based on the information 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.
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. 9 Key Elements – within Oval
1. 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.
7. Planning and Revision
The use of ovals for the two outer 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
◦ support services.
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. What makes it different from other
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. Support
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. 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%20I
SD%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
