Rapid Prototyping,Rapid prototype,SLA prototype


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We're mainly manufacturer in rapid prototyping and molding from china,apply to Medical Equipment,Auto Parts,Electronic and Toy's Area etc. Our main service:
kinds of Moulds(Lead time: 15 to 35 days)
Rapid Prototyping(Lead time: 2 to 4 days)
SLA(Lead time: 2 to 4 days)
Metal/Plastic Parts production/CNC Machining Parts(Lead time: 3 to 5 days)
Die casting mold(Lead time: 2+ weeks)
We have experiences in this area than 10 years, Rainbow Rapid Manufacturing Company offers the best of the west,but at One-tenth of the price.
If you has any questions,pls contact us freely.

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Rapid Prototyping,Rapid prototype,SLA prototype

  1. 1. Rapid Prototyping Audrey Bowser-Brown Julie Pace Debra Reschke Aileen Sullivan
  2. 2. Rapid Prototyping Using new technologies, time for parts of virtually any complexity is measured in hours, instead of days, weeks, or months; it is rapid. A prototype is something to look at, serves as a basis for discussion but cannot be used for anything “serious”.
  3. 3. Prototyping as a Design Methodology “Rapid prototyping is a system development methodology based on building and using a model of a system for designing, implementing, testing and installing the system.” (Lantz as cited in Tripp & Bichelmeyer, 1990) Determine Study Present Define Feasibility System Prototype Build Prototype Exercise Prototype Convert Install
  4. 4. Prototyping as a Method for Instructional Design “Rapid prototyping in instructional systems design is the building of a model of the system to design and develop the system itself.” (Tripp & Bichelmeyer, 1990) Assess Needs & Set Objectives Analyze Content Construct Prototype (Design) Utilize Prototype (Research) Install & Maintain System
  5. 5. Used in Computer Software and Education Effective in situations where synthesis and modification must occur quickly. cases with complex factors. cases where conventional methods yield unsatisfactory results. unfamiliar situations.
  6. 6. Application to Education Designers try to be systematic in approaching large, complex problems. Designers bring orderly and systematic methods to a discipline full of individual practitioners. Designers use formative evaluation practices when developing systems. Educators deal with systems based on human cognition.
  7. 7. Steps Involved in Rapid Prototyping
  8. 8. Step 1: Statement of Needs and Objectives The purpose of a succinct statement is to: communicate. offer a plan of action.
  9. 9. Step 2: Research & Development Construct prototypes under these conditions: offer little or no commitment to the design focus on solving immediate problems create alternative designs that may even be contradictory
  10. 10. Step 2 (Cont.) Utilize Prototype designer observes learner asks questions to discover strengths and weaknesses problem discovery, not problem solving the creation process most likely begins again
  11. 11. Step 3:The Final Project "an appropriate artifact not a generalization" the instructional design process has been a unique experience, not one that can be replicated in the exact manner again
  12. 12. Learning Environment Assumptions Modularity allows a segments of the instruction to be changed, added, and/or removed without severely affecting the whole examples: looseleaf notebooks overhead transparency presentations
  13. 13. Learning Environment Assumptions (Cont.) Plasticity the ability to revise one aspect of a unit of instruction without creating time and cost penalties example computer programs
  14. 14. Advantages of Rapid Prototyping Effective in instructional design because method does not occur linearly. Stresses rapid synthesis of design due to use of software. Allows needed flexibility because designs intended for human use.
  15. 15. Advantages of Rapid Prototyping (Cont.) Encourages greater designer creativity because of immediate feedback from the user. Users have input into the design as they discover problems while trying out the system.
  16. 16. Advantages of Rapid Prototyping (Cont.) Because users are involved in the development process, the system produced is accurate for the designated users. Reduces development costs. Cuts down on actual time needed to develop the system.
  17. 17. Disadvantage of Rapid Prototyping Sometimes encourages informal design methods which may cause more problems to fix.
  18. 18. Comparison to Other Models of Instructional Design
  19. 19. The Dick and Carey Model Both use knowledge of instructional design elements. Dick and Carey speaks to the teaching of instructional design and computer-based instruction as a potential concern Dick and Carey assert that design is lost in rapid prototyping where the emphsis is to simply get something up and running. Dick and Carey is linear.
  20. 20. R2D2 Model Both non-linear in development. Begin with evaluation of needs. Design groups consist of actual users as well as designers. Time efficient process because target audience is part of process. Most activity in process is in creation of material.
  21. 21. Layers of Negotiation Model Both are systematic in nature. Both require contact and discussion between the designer and the user. Both are non-linear. Negotiation is based on process outcome goals while Prototyping is based on product outcome goals.
  22. 22. Chaos Theory Both emphasize hands-on and flexibily with change. Both account for unpredictability. Both have a feedback loop. Chaos theory has a beginning with set goal and objectives and a tangible end. Chaos theory is linear.
  23. 23. Is this a Paradigm Shift? YES - Use of rapid prototyping is more than another instructional design strategy, it is a belief about how design takes place to create learning environments. NO - Rapid prototyping is a variation on instructional design and although efficient, should not replace knowledge about teaching and learning.
  24. 24. References Gustafson, K. L. & Branch, R. M. (1997) Revisioning models of instructional development. ETR &D, 45(3), p. 73-89. Tripp, S. C. & Bichelmeyer, B. (1990). Rapid prototyping: An alternative instructional design strategy. ETR &D, 38(1), p. 31-44.