Rapid Prototyping in the Instructional Design Process

Abstract

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.

Rapid Development Studio: An Intensive, Iterative Approach to Designing Online Learning

“…It refers to a “process [which] involves quickly developing a prototype product in the very early stages of an instructional design project and then going through a series of rapid tryout and revision cycles until an acceptable version of the product is produced” (Reiser, 2001, p. 63). Prior research (e.g., Brown & Green, 2015; Desrosier, 2011; Nixon & Lee, 2001) suggests that when compared with traditional ID models, rapid prototyping exhibits the following four advantages:…”

The Hanshaw Helm-Stevens Rapid Prototype Instructional Design Model: Examining the Dimensions of Structure and Dialogue within the Framework of Higher Education

“…• Characterized by heavy front-end analysis -analysis of learners, context, needs, objectives, etc • Instructional assessments and activities are designed and developed • Deliverable product delivered to stakeholders at end of the process • Evaluation of product by end users provide feedback for improvements needed • Steps in approach can be linear or iterative, but iterations usually involve the phases after deliverable launches and feedback on usage is received Rapid prototyping, a time-compression technique, aims to complete the instructional design process in less time while using fewer resources in comparison to traditional ID approaches. Nixon and Lee (2001) found that "rapid prototyping opens up the boundaries found in traditional models (2008, p. 102). Jones and Richey (2000) expanded by stating "RP 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.…”

“…One solution to this dilemma is the use of rapid prototyping methodologies" (p. 63). Nixon and Lee (2001) summarize the importance of selecting an appropriate instructional design model as they "provide structure to the project, problem solving strategies, evaluation and feedback" (2008, p. 95).…”

Formative Evaluation: An Integrative Practice Model and Case Study

“…A prototype is an early and incomplete example of the final program (Bssmer & Wedman, 1995). The use of prototypes in training design and development has increased considerably over the last decade in part because they can expedite time to implementation (Nixon & Lee, 2001;Tripp & Bichelmeyer, 1990). For the purposes of formative evaluation, a prototype should include some portion of the training materials presented in the format intended for the final program.…”