The Morrison, Ross & Kemp (MRK) model is a holistic instructional design approach that considers all factors in the learning environment. It uses 9 key elements and asks 6 initial questions to develop an instructional plan. The model emphasizes flexibility, continuous refinement, and supporting learners throughout the process. Benefits include ease of use, a holistic perspective, and flexibility with no set start or end point.

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 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. Morrison, Ross & Kemp

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.

6. ADDIE Steps Applied to MRK

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. 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. 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. 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%20Traditi
onal%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.ht
ml
 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