Morrison, Ross and Kemp Model
(everything in purple is the model ) (also note that the model should be completely round)
Implementation
Procject Management
Planning
Support Services
Summative Evaluation
Instructional Strategies
Learner Characteristics
Instructional Objectives
Cognitivism
Implies deep processing: exploring, organizing, and synthesizing content
The constant interaction is extraction of individual experiences and processes of the learner by the instructor.
Instructor isalways interacting with the learner to develop the learning style.
Learning is based off of what is going on inside the head versus displayed behavior.
Holistic approach to instructional design that considers all factors in the environment
Designing the Message
Development of Insturction
9 Key Elements:
1. Identify Instructional problems, and specify goals for designing an instructional program.
2. Examine learner characteristics that should recieve attention during planning.
3. Identify subject content, and analyze task components related to stated goals and purposes.
4. State instructional objectives for learner.
5. Sequence content within each instructional unit for logical learning.
6. Design instrucional strategies so that each learner can master objectives.
7. Plan the instructional message and delivery.
8. Develop evaluation instruments to assess objectives.
9. Select resources to support instruction and learning activities.
Note: Not all elements are required for all projects
Content Sequencing
Different from other models:
Circular rather than linear
emphasizes management of the instructional design process
Model components are independent of each other
Perspective of the learner
Instructional Problems
Philosophical Foundations
Focus on providing instructional strategies for developing and performance soultions.
Continuous implementation and evaluation through the instructional design process
Using this classroom-oriented model, an individual with little insturctional design skill could perform minimal front end anaylsis and develop apiece of instruction using few or no additional resources.
Perfom little or no formtive evaluation on the materials
It assumes that if the existing instruction meets the objectives, there is no need to revise and innovate.
Every teacher is unique and will employ the elements differently.
Similar to ADDIE
Analyze
Implement
Develop
Design
Evaluate
Evauluation Instruments
Characteristics of ID Model
Start anywhere in the model.
Holistic approach to ID
Classroom Connection
Small scale:
Individual lesson
One or few hours of instruction
Appeals to teachers
Designed to focus on content
Focus on learners needs and goals
Strength of model
Planning
Gather information about the learner, content, setting and how can teacher can assist as motiivator and creater
What needs to be learned and how learning will be accomplished
Implementing
Incoporating various forms of media, methods, and technology into lessons
Evaluating
Learning performance, how to data can be used to improve teaching, how the data can be used to improve learning