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Saved by Santos Alvarado
on July 7, 2012 at 11:21:09 am

Scripting for the Multimedia final project.

(estimated about 1 minute each-- for the final of a 5-10 minute presentation)

Due by FRIDAY-so on the weekend we can work on the video.


Home Page/ ADDIE Model/ Kemp Model//Group Discussions/Scripts

Comparing the ADDIE & Kemp Model / Meeting Log/Examples/

Abstract/ Wiki Report/Multimedia Presentation



Introduction- done!  we will use the abstract  April (1 minute) 


Educators spend the majority of their time creating the most effective lessons plans using different types of instructional models. As times are changing teachers must modify lesson plans and collaborative activities to actively engage and meet the needs of all of our students. Just as our lessons are changing, so are the instructional design models we choose to use in our classrooms.


Our team will be comparing and contrasting two instructional design models, the ADDIE Model and Morrison, Ross, and Kemp Model (also known as the Kemp Model).  Our team members are Santos Alvarado, Isabel Cabrera, April Canales, Dara Cepeda, and Romel Palomares.  We will provide a detailed description of both models, state their similarities and differences, advantages and disadvantages, and note which situations will work best for each model.  

I already timed this and it is about one minute- I read it nice and slow.- isabel.


The ADDIE Model- Isabel (1 minute) 

The ADDIE model is an acronym for the five different phases of the process: Analysis, Design, Development, Implementation, and Evaluation. The ADDIE instructional model provides a step-by-step process that helps training specialists plan and create training programs.  The first step is the Analysis phase, it lays down the foundation because the designer has to identify the goals that will be achieved, know the intended audience, the learning environment, and the materials that must be taught. The second is the Design phase, it is carefully designing a task analysis that includes a list of the main steps the learner must take, along with a flowchart that maps out the entire training process.  The third phase is the Development, the performance objectives are written and assessments are created to provide feedback to the instructor about the learner's performance in completing the goal.  The fourth phase is the Implementation, here the overall plan is put into action by setting procedures for training the learner. Instructional strategies, distribution of materials, media selection, and first draft materials are also included in this phase.  The final phase is the Evaluation which consists of a two different types of evaluation: formative and summative.  Formative evaluation plays an active role in each stage of the ADDIE process. Summative evaluation are used for instructional feedback so that revisions can be made to improve or enhance the training module.

(about 1 minute and 40 seconds)- i used the online stopwatch by opening another window in firefox.


Kemp Model- Santos (1 minute)

The  Morris, Ross, and Kemp Model (M-R-K) is commonly known as the Kemp Model which is an instructional design that emphasizes the adoption of continuous implementation and evaluation through the instructional design process (Morrison, Ross & Kemp, 2004). Kemp proposed this model based on the following beliefs: Instructional Design is a continuous cycle with revision as an ongoing activity associated with all of the other elements.

The introductory phase for Kemp’s model places the most emphasis in the design process (Morrison Ross & Kemp, 2004). The oval shape of the model gives the designer the sense that the design and development process is a continuous cycle that requires constant planning, design, development and assessment to insure effective instruction.

The nine key elements in this model are not connected with lines or arrows, the elements are independent of each other in that they do not need to be considered in order. The nine key elements to instructional design:

1) Identify instructional problemsand specify goals for designing an instructional program. 2) Examine learner characteristics 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.



Similarities/differences- Dara (1 minute)


Conclusion- Romel (1 minute)


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