Rapid prototyping in automated instructional design

Jones, Mark; Li, Zhongmin; Merrill, Margaret

doi:10.1007/bf02296902

Cited by 16 publications

(12 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A few of the efficiency methodologies that were found within this study were previously identified in the literature. For example, concerns regarding the use of the ISD model were affirmed through this study's category design model (Bichelmeyer, 2004; Dick, 1993; Gordon & Zemke, 2000; Jones et al , 1992; Rowland, 1992). Participants discussed not following the ISD model in a linear fashion and cited their infrequent use of its evaluation step.…”

Section: Resultsmentioning

confidence: 85%

See 1 more Smart Citation

Enhancing instructional design efficiency: Methodologies employed by instructional designers

Roytek

2010

Brit J Educational Tech

View full text Add to dashboard Cite

Instructional systems design (ISD) has been frequently criticised as taking too long to implement, calling for a reduction in cycle time-the time that elapses between project initiation and delivery. While instructional design research has historically focused on increasing learner efficiencies, the study of what instructional designers do to increase efficiency during the design of instruction, including web-based training, has not yet been fully examined. The purpose of this qualitative developmental study was to identify and understand the methodologies used by experienced instructional designers to increase the efficiency of the instructional design process. Data were gathered from 11 instructional designers working within two business and industry consulting firms that provide learning solutions to global clients. Results revealed 47 efficiency methodologies found within the four categories of design model, instructional design team member roles, instructional design processes and instructional design tools. Additionally, 14 supporting instructional designer competencies were found within the category of instructional designer knowledge, skills and attitudes.

show abstract

Section: Resultsmentioning

confidence: 85%

“…Jones, Li and Merrill (1992) have identified several concerns that underlie traditional instructional systems design (ISD). One is that a concrete product is not available until late in the design process.…”

Section: Background and Significance Of The Studymentioning

confidence: 99%

Enhancing instructional design efficiency: Methodologies employed by instructional designers

Roytek

2010

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…The purpose of RP methods is to realize the conceptual structure of the final product while not incurring the expense of the full product development cycle (Jones, Li, & Merrill, 1992), but in practice these prototypes vary depending on project needs. Basically, prototypes are either workable models of the final product, or simply shells that demonstrate the projected appearance of the product.…”

Section: What Procedures Embody Rapid Prototyping?mentioning

confidence: 99%

Rapid prototyping methodology in action: A developmental study

Jones

Richey

2000

ETR&D

View full text Add to dashboard Cite

This study investigated the use of rapid prototyping methodologies in two projects conducted in a natural work setting. It sought to determine the nature of its use by designers and customers and the extent to which its use enhances traditional instructional design (ID ). With respect to describing rapid prototyping use, the results pertain to designer tasks performed, the concurrent processing of those tasks, and customer involvement. With respect to describing the enhancements facilitated by rapid prototyping, the results pertain to design and development cycle-time reduction, product quality, and customer and designer satisfaction. In general, the two projects studied show ID ~orts that created products that were usable for a conveniently long period of time without revision; delivered in a shorter period of time than would have been expected using traditional techniques; and received by satisfied customers who had been involved throughout their development. In other words, the rapid prototyping methods lived up to their promised benefits.[] Instructional designers are frequently confronted with demands not only to generate high quality products, but also simultaneously to reduce design and development time. One solution to this dilemma is the use of rapid prototyping (RP) methodologies. RP methodologies should reduce production time because: (a) using working models of the final product early in a project tends to eliminate time-consuming revisions later on, and (b) design tasks are completed concurrently, rather than sequentially, throughout the project. RP methodologies will satisfy customers because they are involved in an extensive formative evaluation of the actual product throughout its design and development. In essence, the thrust of this research was to test these assumptions by studying the use of RP in a natural setting and to suggest a detailed RP design model that would be useful in other environments. THE NATURE OF RPRP involves the development of a working model of an instructional product that is used early in a project to assist in the analysis, design, development, and evaluation of an instructional innovation. Many view RP methods essentially as a type of formative evaluation that can effectively be used early and repeatedly throughout a project (Tessmer, 1994). For others, however, it involves more profound changes in the traditional approaches to design.RP typically has been used in software engineering, but recently others, including instruc, tional designers, have devised ways to apply these methodologies to their work. For example,

show abstract

“…sign models involve three essential activities: analysis, synthesis, and evaluation. The majority of models add to these basic steps, producing some form of the classic ADDIE model: Analysis, Design, Development, Implementation, and Evaluation (Jones, Li, & Merrill, 1992). Within each step of the ADDIE models, specific activities are performed to produce an outcome.…”

Section: Introductionmentioning

confidence: 99%

“…The assumption is that if a problem or project is managed by the systematic completion of a particular model, both concepts will be fulfilled. As stated above, in each of the five generic phases, specific tasks must be accomplished before moving on to the next phase, each component independent of the other (Dick & Carey, 1996;Gustafson & Branch, 1997;Jones, Li, & Merrill, 1992). The term linear is used to describe this process, where the outputs of one component produce the inputs for the next.…”

Section: Introductionmentioning

confidence: 99%

Rapid Prototyping in the Instructional Design Process

Nixon

Lee

2001

Performance Improvement Quarterly

View full text Add to dashboard Cite

Instructional models guide designer activity as they attempt to solve instructional problems. Models provide structure to the project, problem solving strategies, evaluation, and feedback. This paper is designed to examine Rapid Prototyping, a model born in the computer age. Rapid Prototyping embraces computer design strategies, constructivist learning theory, and cognitive psychology. This paper will first look at the “classic” forms of instructional design models, which form the foundation of instructional design. A review of the critical elements of these models will provide the framework to understand the concepts behind the Rapid Prototyping model. Next, this paper will examine how researchers define Rapid Prototyping, how the model is used, whether it is successful, and why some consider it a major shift in the way instruction is designed. By clarifying how RP is structured to solve instructional problems and the processes it uses to produce instructional materials, this paper will strive to determine whether it is a viable alternative to traditional design models.

show abstract

Rapid prototyping in automated instructional design

Cited by 16 publications

References 6 publications

Enhancing instructional design efficiency: Methodologies employed by instructional designers

Enhancing instructional design efficiency: Methodologies employed by instructional designers

Rapid prototyping methodology in action: A developmental study

Rapid Prototyping in the Instructional Design Process

Contact Info

Product

Resources

About