1. Juan G., Ray K., Annabel N., Pat M., Christie R.
Blueprints For Instruction
Group 1 Presentation
Juan G., Ray K., Annabel N., Pat M., Christie R.

2. Introduction Instructional design models Addie Kemp
Sample Lesson on the Lunar Cycle
Comparison
Photo From

3. The History Of The ADDIE Learning Model
Mid 1980’s
Early
1980’s
1975
ADDIE changes from a standard model to a more profound and dynamic model as it was utilized by the US. Army in 1984 as an “evaluation” tool.
1981 and six years later, Dr. Russell Watson (1981), Chief, Staff and Faculty Training Division of the Fort Huachuca, Arizona, presented a paper to International Congress for individualized Instruction.
The ADDIE Model first appeared in It was created by the Center for Educational Technology at Florida State University for the U.S. Armed Forces

4. The History Of The ADDIE Learning Model (continued)
While ADDIE strives to identify adequate on-the-job performance so that the learners can adequately learn to perform a certain job or task it was never meant to determine if training is the correct answer to a problem. Thus the first step when presented with a performance problem is to use a performance analysis tool.
ISD basically becomes plug and play — you add other components to it on an as-needed-basis. For example, the ISD model below has Action Mapping, 4C/ID, and Prototyping plugged into it for designing a robust learning environment for training complex skills:

5. The ADDIE Model
Our approach. (2009). Retrieved July 18, 2010, from

6. Instructional Problems
The Kemp Model
Planning
Revision
Confirmative Evaluation
Instructional Problems
Implementation
Evaluation Instruments
Learner Characteristics
Task Analysis
Development of Instruction
Instructional Objectives
Designing The Message
Summative Evaluation
Instructional Strategies
Content Sequencing
Support Services
Formative Evaluation
Project Management
Figure 1.  The Morrison, Ross, & Kemp Model (Gustafson, Branch, & Eric Clearninghouse, 2002, p.47).

7. Instructional Problems
Not This…
Planning
Revision
Confirmative Evaluation
Instructional Problems
Implementation
Evaluation Instruments
Learner Characteristics
START
HERE!
Task Analysis
Development of Instruction
Instructional Objectives
Designing The Message
Summative Evaluation
Instructional Strategies
Content Sequencing
Support Services
Formative Evaluation
Project Management
Figure 1.  The Morrison, Ross, & Kemp Model (Gustafson, Branch, & Eric Clearninghouse, 2002, p.47).

8. Instructional Problems
Or This…
Planning
Revision
Confirmative Evaluation
Instructional Problems
Implementation
Evaluation Instruments
Learner Characteristics
Task Analysis
Development of Instruction
Instructional Objectives
Designing The Message
Summative Evaluation
Instructional Strategies
Content Sequencing
Support Services
Formative Evaluation
Project Management
Figure 1.  The Morrison, Ross, & Kemp Model (Gustafson, Branch, & Eric Clearninghouse, 2002, p.47).

9. Instructional Problems
The Kemp Model
Planning
Revision
Confirmative Evaluation
Instructional Problems
Implementation
Evaluation Instruments
Learner Characteristics
Task Analysis
Development of Instruction
Instructional Objectives
Designing The Message
Summative Evaluation
Instructional Strategies
Content Sequencing
Support Services
Formative Evaluation
Project Management
Figure 1.  The Morrison, Ross, & Kemp Model (Gustafson, Branch, & Eric Clearninghouse, 2002, p.47).

10. Instructional Problems
The Nine Elements
Planning
Revision
Confirmative Evaluation
Instructional Problems
Implementation
Evaluation Instruments
Learner Characteristics
Task Analysis
Development of Instruction
Instructional Objectives
Designing The Message
Summative Evaluation
Instructional Strategies
Content Sequencing
Support Services
Formative Evaluation
Project Management
Figure 1.  The Morrison, Ross, & Kemp Model (Gustafson, Branch, & Eric Clearninghouse, 2002, p.47).

11. Instructional Problems
First Outer Oval
Planning
Revision
Confirmative Evaluation
Instructional Problems
Implementation
Evaluation Instruments
Learner Characteristics
Task Analysis
Development of Instruction
Instructional Objectives
Designing The Message
Summative Evaluation
Instructional Strategies
Content Sequencing
Support Services
Formative Evaluation
Project Management
Figure 1.  The Morrison, Ross, & Kemp Model (Gustafson, Branch, & Eric Clearninghouse, 2002, p.47).

12. Instructional Problems
Outer Oval
Planning
Revision
Confirmative Evaluation
Instructional Problems
Implementation
Evaluation Instruments
Learner Characteristics
Task Analysis
Development of Instruction
Instructional Objectives
Designing The Message
Summative Evaluation
Instructional Strategies
Content Sequencing
Support Services
Formative Evaluation
Project Management
Figure 1.  The Morrison, Ross, & Kemp Model (Gustafson, Branch, & Eric Clearninghouse, 2002, p.47).

13. Instructional Problems
Outer Oval
Planning
Revision
Confirmative Evaluation
Instructional Problems
Implementation
Evaluation Instruments
Learner Characteristics
Task Analysis
Development of Instruction
Instructional Objectives
Designing The Message
Summative Evaluation
Instructional Strategies
Content Sequencing
Support Services
Formative Evaluation
Project Management
Figure 1.  The Morrison, Ross, & Kemp Model (Gustafson, Branch, & Eric Clearninghouse, 2002, p.47).

14. ADDIE and Kemp Comparison
There are many ID models to choose from, so what makes the Kemp Model unique? For starters, the Kemp model designs instruction from the learner’s perspective rather than the content itself. Factors such as the learner’s level of readiness, the instructional strategies that are chosen, the support services, and continual evaluation and revisions contribute to this learner centered design.
There are also 3 elements in the Kemp model that are not commonly found in other ID models. The planning, project management, and selection of support services phases, focus on implementing the project instead of just designing it.
The Kemp model is also a highly adaptable process, allowing ID to enter the model at any point, and omit steps that are not applicable to the specific instructional problem.
And finally, The Kemp Model, lends itself perfectly to a team of people that are working together to accomplish the project since all of the phases are interrelated.
Figure 1. The ADDIE steps applied to the M-R-K Model (after Morrison, Ross & Kemp 2004, p.29)

15. Instructional Design Examples
Third Grade Science Lesson
ADDIE
KEMP

16. Conclusion Process for Developing Instruction
Addie Model: structure approach to ID
Kemp Model: creative freedom
Blueprint for instruction
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17. Juan G., Ray K., Annabel N., Pat M., Christie R.
Blueprints For Instruction
Thanks for Listening!
Juan G., Ray K., Annabel N., Pat M., Christie R.

18. References
Akbulut, Y. (2007). Implications of two well-known models for instructional designers in distance education: Dick-Carey versus Morrison-Ross-Kemp.Online Submission, Retrieved from ERIC database. Clark, D. (1995). Why Instructional System Design? Retrieved April 5, 2010 from DeSimone, R. L., Werner, J. M., Harris, D. M. (2002). Human Resource Development. Orlando, FL.: Harcourt, Inc. Dick, W., and Carey, L. (2004). The Systematic Design of Instruction. Allyn & Bacon; 6th ed. Gustafson, K., Branch, R., & ERIC Clearinghouse on Information and Technology, S. (2002). Survey of Instructional Development Models. Fourth Edition. Retrieved from ERIC database. Hanley, M. (2009, June 10). Discovering instructional design 11: The Kemp model. Message posted to Learning Theories Knowledgebase (2010, July). ADDIE Model at Learning-Theories.com. Retrieved July 5th, 2010 from Morrison, G., Ross, S., & Kemp, J. (2007). Designing effective instruction. John Wiley & Sons. Our approach. (2009). Retrieved July 18, 2010, from