Morrison, Ross, and Kemp Model Presented by Marcus Wilson
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Objective: To become familiar with the classroom oriented instructional design model
Classroom-oriented Holistic approach to instructional design Flexible and appeals to teachers (The Herridge Group 2004, p.10)
Instruction is based on the perspective of the learner Each component systematically developed and dependent on the other Management of the instructional design process (The Herridge Group 2004, p.10)
Assess learner readiness Select the appropriate instructional strategies and media for the learner Determine the level of learner support needed Choose a measurement of achievement Build strategies for formative and summative assessments (The Herridge Group 2004, p.10)
These elements are not dependent on the other and do not have to be addressed in a specific order (The Herridge Group 2004, p.10).
Identify the instructional problem and specify goals for the design Identify learner characteristics Identify subject content and task components related to goals Identify instructional objectives Sequence content for logical learning (The Herridge Group 2004, p.10)
Create instructional strategies that promote mastery of the objectives Plan the instructional message and develop instruction Develop assessments (The Herridge Group 2004, p.10) Select resources to support learning objectives (The Herridge Group 2004, p.11)
Morrison, Ross & Kemp Instructional Designer's Job Aids Morrison, Ross & Kemp Instructional Designer's Job Aids
Morrison, G.R, Ross, S.M., & Kemp, J.E. (200_). Designing effective instruction(5 th ed.). Hoboken, NJ: John Wiley & Sons, Inc. Retrieved from aesthetech.weebly.com/morrison-ross-- kemp.html The Herridge Group. (2004). The use of traditional instructional system design models for eLearning, 10-11