Rapid+Prototyping+Model


 * Rapid Prototyping Model in Instructional Design (RPM) **


 * A. **** Origins of RPM, outside the instructional design field[[image:img_1.jpg width="243" height="166" align="right"]] **

Rapid prototyping has its origins and influences from fields outside of education, particularly in [|manufacturing technology and software development]. In both examples the key feature is using a prototype to inform the systems process. For the purposes here, a prototype is basically a //“ model built to test a concept or process or to act as a thing to be replicated or learned from ”.// This definition of ‘prototype’ is integrated within the ISD theories of the Rapid Prototype Model. So how did this concept makes it way to instructional design from diverse fields like manufacturing technology and software development? The next section we will look at the influential article which introduced and applied the concept to the instructional design field.


 * B. **** Origins of RPM in Instructional Design **


 * //*Tripp, Steven D. & Bichelmeyer, Barbara. (1990) Rapid Prototyping: An Alternative Instructional Design Strategy.//**

The following are key points (Tripp & Bichelmeyer article) for using RPM as an alternative model to traditional instructional design approaches like the ADDIE model:


 * There are many similarities between the fields of software development and instructional design such as a systematic approach to large complex problems, advocating formative evaluation procedures, and constraints in planning, budgeting, scheduling, and tracking the development of materials.


 * The RPM for instructional design involves the following key features: //1. assess needs and analyze content 2. setting objectives 3. construct prototype (design phase) 4. utilize prototype (research phase) 5. install and maintain system// (will show graphical model later on).


 * RPM differs from the traditional ISD model in that it is an iterative process and not linear. The primary goal is to minimize complexities found in the process design (by using prototypes).


 * RPM functions in a design environment which makes it practical to synthesize and modify instructional artifacts quickly. It is of greatest benefit to materials used in computer-based instruction (i.e. E-learning).


 * RPM is designed in such a way that each learning situation is dealt with as a new situation, with unique problems to be discovered and solved (cannot be replicated for every new instructional problem).


 * C. **** Other noted publications (topics) and theorists on RPM **


 * early modeling of the product (Tripp & Bichelmeyer, 1990)
 * expert system (Li & Merrill, 1991)
 * participatory design (Schwen, Dorsey & Goodrum, 1993)
 * formative evaluation (Northrup, 1995)
 * efficient production (Appelman, Pugh & Siantz, 1995)
 * user-centered design (Sugar & Boling, 1995)
 * context-sensitive design (Tessmer & Wedman, 1995)
 * tool for thought (Rathbun, 1997)


 * D. **** Further ideas of RPM: when to use it, and advantages vs. disadvantages **


 * Rapid prototyping can be used in the following situations: to test out a user interface, test the database structure and flow of information in a training system, test the effectiveness and appeal of a particular instructional strategy, develop a model case or practice exercise that can serve as a template, give clients and sponsors a more concrete model of the intended instructional product, and to get user feedback and reactions to two competing approaches. (Wilson, Jonassen, & Cole, 1993)


 * RPM may be of greatest benefit to instructional designers when the following factors occur: //time limits, budget constraints, and environmental restraints//. RPM reduces production time when these factors negatively influence the processes; it is done //concurrently// and //simultaneously// as opposed to sequentially like in an ADDIE model.


 * **//Advantages//** of RPM over other ISD models include: 1. better communication between the designer and users because the needs are clearly expressed from the beginning 2. the user is able to offer immediate feedback which results in a better overall product 3. allows for more flexibility in the instruction and can catch problems early in the development stages 4. reduces development time and overall costs.


 * **//Criticisms//** of RPM compared to other ISD models include: 1. RPM does not replicate the real thing very well (the traditional ISD model) 2. many important steps of instructional design are sacrificed for a faster, cheaper model 3. many design problems may be overlooked and result in endless revisions.


 * E. **** Practical Applications of RPM: Emerging Field of E-learning **

A brief 3 minute YouTube video discussing the practical applications of RPM for e-learning design and development tools: **[|http://www.youtube.com/user/clives2000#p/u/45/JMbNWdf-Mro]**

media type="youtube" key="JMbNWdf-Mro?version=3" height="273" width="448" align="center"


 * F. **** Graphical Models of RPM vs. ADDIE* **


 * //Figure 1 - Classic ADDIE model//**


 * //Figure 2 - Tripp and Bichelmeyer - ‘Rapid Prototyping ISD model’//**


 * //Figure 3 - Typical rapid prototyping model (review and revision cycle)//**

***Source**: Boulet, G(n.d.). Rapid prototyping: an efficient way to collaboratively design and develop e-learning content. Retrieved from []

**//Figure 1//** shows the classic ADDIE model used in instructional design. It is linear and sequential, with clearly defined stages of the ISD process. **//Figure 2//** shows the Tripp and Bichelmeyer RP model which looks a bit different than the ADDIE model. The five steps here are neither linear nor sequential, but the design and development phases happen concurrently. The prototype design and research phases are parallel processes, where complete understanding of the needs/content and objectives phases are dependent on the design as opposed to influencing it. As a result of the parallel processes, the design and research phases actually make the project cycle shorter than the traditional ADDIE model (Tripp & Bichelmeyer, 1990). In **//Figure 3//**, rapid prototyping models involve learners and/or subject matter experts (SMEs) interacting with prototypes and instructional designers in a continuous review/revision cycle. Developing a prototype is practically the first step, while front-end analysis is generally reduced or converted into an on-going, interactive process between subject-matter, objectives, and materials. (Siemens, 2002)

** Works Cited (Resources) ** Batane, T(2010). Rapid prototyping for designing and delivering technology-based lessons. // Educational Media and Technology Yearbook //, // 35 // , 45-55.

Boulet, G(n.d.). Rapid prototyping: an efficient way to collaboratively design and develop e-learning content. Retrieved from []

Jones, M, Zi, L & Merrill, D. (n.d.). Rapid prototyping in automated instructional design. // ETR&D //, // 40 // (4), 95-100.

Lee, S & Doherty, I(n.d.). Rapid instructional design: increasing educator capacity for developing elearning solutions. Retrieved from []

Siemens, G(2002). Instructional design in elearning. Retrieved from []

Stokes-Jones, T & Richey, R(2000). Rapid prototyping methodology in action: a developmental study. // ETR&D //, // 48 // (2), 63-80.

Tripp, S & Bichelmeyer, B (1990). Rapid prototyping: an alternative instructional design strategy. Retrieved from []

Wilson, B., Jonassen, D. , & Cole, P. (1993). // Cognitive approaches to instructional design //. New York: McGraw-Hill. Retrieved from [|http://carbon.cudenver.edu/~bwilson/training.html]

** Website references **
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 * [|http://www.indiana.edu/~iirg/ARTICLES/prototyping/print.html]
 * [|http://www.youtube.com/user/clives2000#p/u/45/JMbNWdf-Mro]

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