Instructional Design A problem solving process that has been applied to the creation of training. It determines the who, what, where, why and how of a learning program in order to develop an effective and efficient instructional product for the classroom.
Rapid Prototyping Model A faster more efficient way of developing a training program. The design and development phases are done at the same time and the evaluation is done throughout the process.
History of Rapid Prototyping The first rapid prototyping techniques became accessible in the late 1980’s and were used for production of prototype and model parts. The history can be traced back to the late 1960’s, when an engineer professor, Hebert Voelcker, questioned himself about the possibilities of doing interesting things with computer controlled and automatic machine tools.
Implementing Rapid Prototyping Allows the client to have a piece of the training product. Proper evaluation of the product for fit, look, and feel before paying for any expensive tools or production equipment. Saves money and time on revisions. Problems are immediately addressed and corrected before the final product is presented.
Representation of the Rapid Prototyping Model Assess Needs and Analyze Content Set Objectives Construct Prototype (Design) Utilize Prototype (Research) Install and Maintain System
Advantages of Rapid Prototyping Encourages and requires active student participation in the design process Clients don’t know their requirements until they see them implemented It accelerates the development cycle Can increase creativity through quicker user feedback Reduces development costs
Cont. Advantages of Rapid Prototyping It allows for better communication between the designers and user because the needs are clearly expressed from the beginning. This results in a better product.
Disadvantages of Rapid Prototyping Sometime encourages informal design methods which may cause more problems needing to be fixed. May lead to a premature commitment to a design if it is not remembered that the design is only a demonstration.
ASSURE MODEL This model emphasizes on teaching students with different learning styles. It creates a well designed lesson by capturing the learners attention, stating objectives that are to be met, presenting new material, engage the student in practicing, assesses understanding provided feedback and lastly provides follow-up activities.
History of ASSURE Model A realistic approach to training design developed by Robert Heinich and Michael Molendo of Indiana University and James D. Russell of Purdue University in the 1990’s
Implementing the ASSURE Model in Instructional Design The model proposes a 6 step guide for planning and delivering instruction. 1) Analyze Learner 2) State Objective 3) Select Method, Media and Materials 4) Utilize Media and Materials 5) Require Learner Participation 6) Evaluate and Revise
Summary of the ASSURE Model A procedural guide for planning and delivering instruction that combines technology and media into the teaching process A systematic approach to writing lesson plans A plan used to help teachers organize instructional procedures A plan used to help teachers do an authentic assessment of student learning.
Advantages of ASSURE Model More details about learners, methods, media and materials, and evaluation One on one relation between students to analyze them early Early preparation Chance for revisions according to the critics after the lesson is done
Disadvantages of ASSURE Model Very time consuming A great amount of research needed Constraining, limits creativity
Similarities of Rapid Prototyping and ASSURE Model They both have the following in common. Analysis Audience Objectives Creating Learning/Performance Objectives Evaluation and Assessment
Differences Between RapidPrototyping and ASSURE Model Rapid Prototyping is less time consuming than the ASSURE model The ASSURE model limits creativity while the Rapid Prototyping encourages it ASSURE model is a “Classroom Orientation” model only where as Rapid Prototyping starts with a problem for which training may or may not be the answer
References Big Dog & Little Dog’s Performance Juxtapostion. (2010). RetrievedJune 08, 2012, fromhttp://www.nwlink.com/donclark/hrd/sat1.htmlThe ASSURE Model of Learning. Retrieved June 08, 2012, fromhttp://itchybon1.tripod.com/hrd/id15.htmlCourse Construction: ASSURE. (2002). Retrieved June 08, 2012,from http://www.mscd.edu/act2/courseconstruct/assure.htmlInstructional Design. (2011). Retrieved June 08, 2012, fromhttp://www.instructionaldesign.org/models/rapid_prototyping.htmlThe ASSURE Model of Instructional Design. (2007). Retrieved June08, 2012, fromhttp://www.pen.ntid.rit.edu/newdownloads/workshop/USA/2007/Korea_IT_training/design/design_ppt.pdf