The Morrison, Ross, and Kemp Model for Instructional Design: What It's All About

Contents:

• How this learning design model emerged and who were Morrison, Ross, and Kemp?
• What components does the design process according to the Morrison, Ross, and Kemp model consist of?
• How the elements of the model relate to each other?
• Why the Morrison, Ross, and Kemp model did not become popular?

How this instructional design model came about and who are Morrison, Ross, and Kemp

The model in question was created by American instructional designers. In 1985, Jerrold Kemp, a renowned instructional designer, formulated the basic principles of this model and described them in his book, The Instructional Design Process. In the mid-1990s, Kemp, together with colleagues Gary Morrison and Stephen Ross, revised their model, which culminated in the publication of the landmark work, Designing Effective Instruction, in 1995. Since then, this development has become known as the "Morrison, Ross, and Kemp model," although it is often referred to by its shorter name, the "Kemp model." This model continues to be used in instructional design to create effective educational programs and courses.

Learning design based on an interdisciplinary approach has become relevant in the context of the social and economic sciences. In the third edition of Designing Effective Learning (2001), the authors emphasize the importance of integrating various disciplines to create more effective educational programs. This approach not only deepens understanding of complex social and economic phenomena but also promotes the development of critical thinking in students. Effective learning must take into account the diversity of knowledge and skills necessary for successful functioning in the modern world.

The model described in this book is eclectic, as it combines ideas from various disciplines and approaches to learning design. We adhere to the opinion that there is no single ideal method for solving educational problems. Therefore, our model incorporates both behavioral and cognitive approaches, effectively leveraging the strengths of each. This provides a more comprehensive approach to learning that takes into account the diverse needs of students and various educational contexts.

The Morrison, Ross, and Kemp model illustrates two key areas of contemporary instructional design: problem-based learning and student-centered learning. These methods emphasize active student engagement in the learning process and the development of their critical thinking, which makes learning more effective and relevant. The use of this model allows for the creation of educational programs focused on student needs and solving real-world problems, which facilitates deeper learning.

The creators of this model emphasize that their goal was to develop a universal tool for designing educational processes. This tool is suitable for school education, as well as for university and corporate contexts, as well as for the training of military and medical personnel. The model is designed to meet the needs of various educational institutions and organizations, ensuring flexibility and adaptability in the learning process.

The model's authors created a nonlinear and flexible structure, allowing instructional designers to adapt it to various educational objectives. At the same time, the model maintains its internal logic, and even if the instructional designer skips individual steps in the design process for external reasons or due to specific learning needs, this will not disrupt the overall structure. This flexibility makes the model particularly suitable for use in a variety of educational contexts, providing an effective solution to pedagogical problems.

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The history of instructional design covers a wide range of changes in approaches to learning, from the fundamental principles outlined in the "Great Didactic" to modern online learning methods. Instructional design as a field has evolved over the centuries, adapting to new technologies and educational demands. In its early stages, the emphasis was on the structure and content of the learning material. With the development of technology and the advent of online resources, instructional design began to incorporate elements of interactivity and personalization, significantly improving the quality of learning.

Today, online learning is not just the transfer of knowledge, but an entire ecosystem that takes into account the individual characteristics of students. The use of multimedia resources, adaptive technologies, and interactive platforms allows for the creation of more effective educational processes. Understanding the history of instructional design helps to better understand current trends and opportunities for further improvement of educational practices.

What are the components of the design process according to the Morrison, Ross, and Kemp model?

The Morrison, Ross, and Kemp model is based on key elements of instructional design, including learner characteristics, learning goals, teaching methods, and assessment of outcomes. When developing an educational program, the instructional designer must answer four main questions. These questions will help shape the course structure, address learner needs, and identify effective teaching strategies, ultimately improving the quality of the educational process and student achievement.

• Who is the program being developed for?
• What results should students demonstrate upon completion of the training?
• How is knowledge best acquired or desired skills developed?
• How can the level of knowledge and/or skills acquired as a result of training be determined?

The authors of the model emphasize that the basic interrelated Elements are necessary for designing any curriculum. However, they are not sufficient to create effective training. It is important to consider other components that together form the Morrison, Ross, and Kemp model. This model serves as a foundation for developing high-quality educational programs, ensuring the integration of various aspects of learning and pedagogical approaches.

Before starting training development, it is necessary to determine its goals and needs. Consider a situation in a corporate environment: customer service operators are not handling customer requests as well as management expects. In this case, management decides to organize training for employees. However, it is important to conduct research to determine the true causes of the problem. Perhaps insufficient performance is not related to a lack of knowledge and skills, but is caused by outdated equipment or technical difficulties. There may also be internal organizational problems that hinder the team's effectiveness. A proper diagnosis of the situation will help develop a more targeted and effective solution.

At this stage, the developers of the model recommend conducting a needs assessment, and if the problem is known in advance, a goals analysis. This is necessary to clearly define the objectives that the program will be aimed at. Detailed methods for conducting both processes are described in the book "Designing Effective Learning." This will allow us to create a more targeted and effective educational solution.

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Drawing up a brief for a client is an important task for a methodologist, which requires attention to detail and understanding of the client's needs. A good brief will help set clear expectations and ensure effective collaboration.

First, it's important to define the main project goals. This will help focus on key aspects and avoid misunderstandings. It's important to ask the client questions about their expectations, desired results, and target audience.

The next step is collecting information about the project. The methodologist must consider the specifics of the topic, available resources, and constraints. This includes an analysis of existing materials and technologies that can be used in the process.

After collecting all the necessary information, it is worth formulating the main points of the brief. They should include a description of the project, its objectives, target audience, key messages, and expected results. Clearly defined requirements will help the client better understand the process and prepare the necessary materials.

It is important to establish regular communication with the client throughout the project. This will allow you to promptly resolve any issues that arise and make adjustments if necessary. Feedback plays a key role in the successful completion of the project.

Therefore, preparing a brief for the client is a process that requires attention and careful preparation. A clear and structured brief will form the basis for successful collaboration and the achievement of goals.

When determining the training need and its goal, it is important to collect information about the characteristics of the learners, which can significantly affect the effectiveness of the educational program. Researchers Morrison, Ross, and Kemp identify three key types of characteristics:

The first type includes students' prior experience, which can influence how they perceive new material and learn it. The second type of characteristics is related to students' motivation and readiness to learn. The third type covers individual characteristics, such as learning style, preferences, and learning level. Taking these aspects into account, it is possible to develop a more targeted and effective curriculum that will meet the needs and expectations of students.

• general information (gender, age, work experience, level of education);
• initial competencies (specific knowledge, abilities, and skills necessary for the planned learning);
• learning styles (how exactly the target audience prefers to learn).

The authors note that adapting an educational program to students' learning styles may not always justify the time and resources spent. Therefore, it is recommended that an instructional designer approach audience research flexibly and with common sense. For example, when training accountants, it's more important to know how many years they've been working in accounting and what courses they've taken than to determine which student types from Kolb's classification they fall into. This approach allows for a more efficient organization of the learning process and better meets the needs of the target audience. The learning content, which answers the question "What are we teaching?", is directly dependent on the learning objectives and the needs it is intended to satisfy. This content determines all other elements of the educational program. The authors of the model emphasize that the selection of learning materials is one of the key stages of design, if not the most important. Further work with a subject matter expert will be built on this foundation. Correctly defining learning content plays a critical role in achieving the stated educational goals and improving the quality of learning. According to the Morrison, Ross, and Kemp model, instructional designers determine the necessary content for the educational program and develop a content structure using appropriate analytical methods. This approach allows for a thorough assessment of learners' needs and prioritization of material selection, which contributes to the creation of an effective learning process. Using this model helps ensure the integrity and consistency of the educational program, which in turn improves learning outcomes and student satisfaction.

• The topic method is suitable for curricula focused on the transfer of theoretical knowledge: facts, concepts, rules, principles, and so on;
• The process method is used when students need to master a clear sequence of steps to solve a problem (for example, varnishing a wooden stool or writing a resume);
• The critical incident method is used when training is also aimed at teaching students to solve a problem, but it is impossible to identify a specific sequence of steps because the conditions of the problem are changeable and depend on various factors (for example, passing an interview, closing a deal with a client, or resolving a conflict in a team).

According to the experience of the authors of the models, for the successful design of most programs it is necessary to use at least two of the proposed methods. This allows for increased development efficiency and improved quality of the final product. Combining different approaches provides a deeper understanding of problems and enables the identification of optimal solutions. Learning objectives, or intended learning outcomes, define what a student should learn by completing a specific part of an educational program. Properly formulated learning objectives serve several important functions: they facilitate the selection of optimal teaching strategies, methods, and tools, determine approaches to assessing learning outcomes, and guide the student by specifying the knowledge and skills they will acquire during the learning process. Clearly defined learning objectives help create a structured and effective educational process, which in turn improves the quality of learning and increases student motivation.

Learning goals are traditionally divided into three key categories, or areas. These categories help organize the educational process and focus it on achieving specific results. Each of these areas plays an important role in the formation of students' knowledge, skills, and abilities, providing a comprehensive approach to learning and development. Correct understanding and use of these categories allows teachers to effectively plan lessons and achieve high educational results.

• A cognitive learning goal is associated with the acquisition of knowledge and intellectual development;
• A psychomotor learning goal relates to practical actions, motor coordination, and tool use skills;
• An affective learning goal means the formation of attitudes toward the world around us and people, affects the feelings and emotions of students.

Bloom's Taxonomy is widely used in the development of learning goals in the cognitive sphere. It helps to systematize educational goals and create effective teaching strategies. In addition, instructional designers and methodologists often use the ABCD model proposed by Robert Heinich, Michael Molenda, James Russell, and Sharon Smaldino in their book, Instructional Media and Technologies for Learning. This model provides a clear structure for formulating learning objectives, focusing on audience, behavior, context, and assessment criteria, making it a valuable tool for creating high-quality educational content.

The sequence of presentation of information on a learning topic proposed by a subject matter expert may not correspond to the principles of effective instructional design. Therefore, it is important to reconsider the structure and order of content components to ensure that students can easily assimilate the information and achieve the stated learning goals. Optimizing the learning material will improve the learning process and increase its effectiveness. Proper organization of information promotes better understanding and memorization, which ultimately leads to successful mastery of the topic.

The authors of the model offer various approaches to determining the optimal sequence of material presentation. Among them, three strategies proposed by George Posner and Kenneth Strike stand out. These strategies help structure information in a way that ensures maximum effectiveness in perception and knowledge acquisition. Empirical: The order in which the material is presented reflects how the objects being studied exist in the real world and what properties they possess, as well as how certain events and phenomena occur (or occurred). This approach can be used to construct a narrative about a historical event—from its antecedents to its consequences, about the structure of a plant—from the flower to the roots, about apple varieties—from the sweetest to the sourest, and so on. Conceptual sequencing is based on the relationships between ideas and concepts. Posner and Strike suggest the following order: from general to specific, from simple to complex, from concrete to abstract.

Charles Reigeluth proposes a number of strategies for organizing educational material within the framework of his design theory. These include the conceptual approach, the theoretical method, and the method of simplifying conditions. You can learn more about each of these strategies in our separate article.

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Course structure: types and recommendations for choosing the optimal one

When creating a course, it is important to consider its structure, as it affects on the perception of the material and the effectiveness of learning. There are several types of course structures, and choosing the right one can significantly improve the level of information absorption.

One common approach is a linear structure, where the material is presented sequentially, step by step. This format is convenient for beginners who are just beginning to familiarize themselves with the topic. However, for more in-depth study, a modular structure may be required, which breaks the course into separate units, allowing students to study the materials in their own order.

Another option is a blended structure that combines elements of linear and modular approaches. This allows you to adapt the course to different levels and learning styles of students. When choosing a course structure, it is important to consider the target audience, their needs, and learning objectives.

Also, it is worth paying attention to the methods of delivery: interactive elements, videos, and hands-on exercises can significantly increase student engagement. Make sure the course structure is logical and consistent so that students can easily move from one topic to another.

Therefore, the correct course structure is the key to successful learning. Consider the characteristics of your audience and use a variety of approaches to create an effective and engaging educational experience.

According to experts Morrison, Ross, and Kemp, learning strategies should be defined at two levels. At the first level, the instructional designer needs to choose the learning environment and the overall format for content presentation. It is important to decide whether this will be an online course, a lecture series, an in-person training, a lab workshop, or a virtual reality session. This approach enables the creation of effective educational programs that meet the needs of students and the modern requirements of the educational process.

At the second level, it is necessary to identify specific teaching strategies and methods that will help students achieve their learning goals. To effectively select these strategies, you can use David Merrill's expanded matrix, a sample of which is available for review. In this matrix, different types of content, such as facts, concepts, and procedures, are correlated with the actions the student must perform, such as memorization or application of knowledge. This approach helps create a structured and targeted learning process, ensuring a deeper understanding of the material and its practical application.

At this stage, it is important to carefully consider how to optimally present the learning materials to students. Morrison, Ross, and Kemp identify three key aspects that should be considered when developing educational content. Correct presentation of information contributes to better knowledge acquisition and increases student interest in the learning process. Effective methods for organizing learning materials can significantly improve the quality of learning and help students achieve high results.

• Engaging students' attention at the very beginning of learning also helps them understand what to expect during the learning process. To achieve this, pre-tests, lists of learning objectives, content summaries, and learning structure diagrams are added before courses, modules, and individual lessons.
• Assistance in navigating learning materials. The authors of the model consider how to use different text structures and typography for this purpose (for example, a clear hierarchy of subheadings, highlighting key ideas, and so on).
• Visualization of educational content is the appropriate use of diagrams, infographics, illustrations, and other visual content that will help the student understand and remember the material.

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The principles of multimedia learning play a key role in the development of effective digital learning content. The main goal of multimedia learning is to integrate various information formats, such as text, images, audio, and video, to ensure deeper perception and memorization of the material.

The use of multimedia allows you to activate different channels of perception, which helps improve the learning process. For example, a combination of visual and auditory elements helps students better absorb information, since different people perceive data differently.

It is important to consider the principles of cognitive load to avoid overloading students with redundant information. Effective digital learning content should be structured and sequential, allowing students to focus on key ideas and objectives.

Furthermore, interactivity is an integral part of multimedia learning. The ability to interact with the material, complete tasks, and receive feedback significantly increases student motivation.

Thus, applying multimedia learning principles to the creation of digital educational content not only improves its effectiveness but also makes the learning process more engaging and accessible to various groups of learners.

In the previous stage, the instructional designer determined the most effective methods of delivering educational materials to students. This component involves preparing all the necessary content. This includes creating presentations for in-person lectures and online webinars, recording educational videos for self-study, printing handouts, and developing questions and cases for group discussions. It is important to ensure the quality and relevance of the content to maintain a high level of student engagement and promote their successful learning.

When selecting assessment tools, it is necessary to be guided by the principle of the chosen tool's relevance to the specific learning objective that needs to be measured. For basic tasks, such as checking understanding and memorization of material, traditional multiple-choice or enter-the-answer tests are suitable. However, achieving more complex learning goals requires more advanced assessment methods. These methods include creating a portfolio containing examples of work over a specific period or completing projects that allow for a more in-depth assessment of the student's mastery of the material and skills. The correct selection of assessment tools helps ensure high-quality learning and student development.

A variety of assessment methods should be used at different stages of learning. Each method meets specific goals and objectives, helps more accurately determine the level of mastery of the material, and identifies students' strengths and weaknesses. The correct selection of assessment tools not only assesses knowledge but also motivates students and adapts the educational process to their needs. Using a comprehensive approach to assessment helps improve the quality of learning and increase its effectiveness.

• Formative assessment focuses on student progress throughout the program and provides feedback on what is going well and what needs improvement;
• Summative assessment helps document student performance at the end of a certain period, at the completion of a course or its component (for example, a separate module);
• Confirmatory assessment is used at least several months after the completion of training to find out whether students have lost the knowledge and skills they acquired, whether they are still relevant, or whether additional training is needed.

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Effective methods of knowledge assessment in online courses without the involvement of teachers

With the growing popularity of online education, student knowledge assessment remains an important aspect. There are several effective ways to conduct assessment without the need for instructors. One of the most common methods is the use of automated tests. Such tests can include multiple-choice, concept matching, or fill-in-the-blank tasks, which allow for a quick and objective assessment of material acquisition.

Another approach is to create interactive tasks where students can apply their knowledge in practice. For example, case studies or projects that require students not only theoretical knowledge but also its application in real-world situations. This not only tests the level of understanding but also develops critical thinking.

A third method is the use of self-assessment systems, where students can evaluate their knowledge based on pre-established criteria. This helps not only in assessment, but also in understanding one's own strengths and weaknesses.

Finally, the opportunity to participate in online discussions and forums can serve as an additional assessment tool. Analyzing the activity and quality of student interaction in such environments allows us to judge the depth of their understanding of the topic.

These methods will help create an effective knowledge assessment system in online courses, ensuring a high level of engagement and objectivity.

How the elements of the model relate to each other

The Morrison, Ross, and Kemp instructional design model consists of nine key components that can be visualized as an oval. On the outer edge of this oval are additional elements reflecting the organizational processes and components that accompany the design. These include work planning, project management, available resources for the instructional designer, and the implementation of the developed program. The middle ring contains various methods for assessing the quality of the program and its refinement. This structure allows for the effective organization of the curriculum design process, taking into account both internal and external factors, which contributes to the achievement of high results in educational activities.

The authors of the model note that the arrangement of components in the diagram, as well as the absence of arrows or lines between them, indicate that the model does not imply a strict sequence of stages in the instructional design process. Although it is logical to begin with defining the problem and moving clockwise, it is also quite reasonable to develop assessment tools immediately after establishing learning objectives. After this, you can move on to the creation of instructional materials. This approach allows for the flexible adaptation of the design process to specific learning conditions and requirements, which contributes to more effective achievement of educational outcomes.

Morrison, Ross, and Kemp point out that some stages of educational program design can be omitted. For example, identifying the client's problem and analyzing the target audience play a key role in the development of a new program. However, if the instructional designer already has experience creating courses for a given audience, there is no need to spend time and money on detailed research. In cases where the instructional designer works in collaboration with a trainer or teacher, some tasks, such as developing instructional materials and assessment tools, can be delegated to a colleague. This allows you to optimize the course creation process and focus on the most important aspects of design.

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Why the Morrison, Ross, and Kemp Model Has Not Become Popular

The Morrison, Ross, and Kemp model is a significant step in the evolution of instructional design. It is based on the basic elements of instructional design, such as learners, goals, methods, and assessment. This model focuses on the real needs of customers and the individual characteristics of students, which makes learning more personalized. An important component of the model is the continuous evaluation of the quality of training and the iterative improvement of the educational program. This ensures a comprehensive and learner-centered approach, which contributes to more effective assimilation of the material and improves learning outcomes.

The optimal application of instructional design is in the development of corporate training. In this context, the learning designer has the opportunity to deeply immerse themselves in the specifics of the company, which allows them to better understand the needs and characteristics of the target audience. Continuous feedback from employees facilitates the continuous improvement of the educational program, making the learning process more effective and tailored to business realities. This approach maximizes the effectiveness of corporate training and promotes employee professional development.

Marina Kharakhordina, Academic Director of Universal University, notes that although she has not used the model in its classic form, she is drawn to the basic concept, which implies a cyclical design process. This means that there is no need to strictly adhere to a predetermined algorithm when creating a curriculum; instead, it is important to make constant adjustments and work in small iterations. This approach better reflects real-world practice and allows for greater flexibility in adapting to changes.

The Morrison, Ross, and Kemp model has not gained widespread popularity among learning designers both in Russia and abroad. The main reason is its cumbersome nature and high cost. This model requires significant resources and time to implement, making it less attractive compared to simpler and more accessible alternatives. With limited budgets and a desire for efficiency, many professionals prefer to use more simplified design models that deliver the desired results without excessive costs and complexity.

Foreign experts highlight a number of difficulties associated with the practical application of the educational model. In particular, the authors of the knowledge base of the Coursensu.com platform emphasize important aspects that must be taken into account. These issues can hinder the effective implementation of the model in the educational process, which requires careful analysis and the search for solutions to overcome them.

• The large number of components of the model hinders the rapid and inexpensive production of courses. Simply put, the application of the model is hampered by the eternal problem of lack of time and resources - everyone knows how important it is to conduct research when designing, but in reality, very few can fully afford it.
• The model is complex for novice educational designers, especially when time for development is limited and the learning objectives are not entirely clear.

• There is a risk that educational materials developed using this model will be overloaded and too difficult to understand. This can happen if the instructional designer meticulously develops every aspect of the program according to a very detailed model. It can be very difficult to effectively integrate all the elements into the final material.
• When a program is designed for a heterogeneous target audience with diverse characteristics, using a model is inappropriate—the amount of work will be too great.

The authors of Coursensu.com note that strict adherence to educational models can negatively impact creativity, hindering the development of an interesting and adaptive educational experience. It is important to find a balance between the structure of the model and flexibility to create optimal learning conditions. This will not only improve material absorption but also inspire students to actively participate in the educational process.

Flexibility in educational program design is important, but it is important not to overdo it. The authors of the Digital Learning Institute blog note that excessive flexibility can lead to a loss of structure, which in turn causes chaos in the design process. This is why this model is only suitable for experienced instructional designers who are able to balance adherence to established structure with creativity. Newcomers to the field may struggle to distinguish between adherence to established rules and appropriate creativity. Critics argue that the main problem lies not in the model itself, but in the education and training market's drive to release new products as quickly and cost-effectively as possible. The Morrison, Ross, and Kemp model requires significant resources and time, making it accessible to only a limited number of educational developers. However, for those who can afford to implement this model, it truly justifies the investment due to its effectiveness and quality.