This document provides an overview of the evolution of rapid prototyping as an instructional design methodology from 1994 to 2015. It summarizes key papers that explored using rapid prototyping for instructional design and evaluated its effectiveness. The papers found that rapid prototyping could produce high-quality instructional materials in less time than traditional instructional design models by involving stakeholders throughout the iterative design process. However, rapid prototyping required attention to instructional design principles.
Engineering design is a systematic, intelligent process in which engineers
generate, evaluate, and specify solutions for devices, systems, or processes whose
form(s) and function(s) achieve clientsâ objectives and usersâ needs while satisfying
a specified set of constraints. In other words, engineering design is a thoughtful
process for generating plans or schemes for devices, systems, or processes that attain
given objectives while adhering to specified constraints.
Contact me at naseel@live.com
Design (especially in highly technical sectors) is at a crossroads, with traditional boundaries breaking and new fields opening, our profession needs to address:
The democratisation of design
The growth of design automation
The merging of related disciplines
In essence:
WE NEED BETTER DESIGN
Design Automation
https://medium.com/@worldofknight/the-design-science-manifesto-2-design-automation-522493d5f151#.fc9asvdoh
Design Democratisation
https://medium.com/@worldofknight/ux-is-dead-long-live-design-ergonomics-c6bdd1fe6abe#.kbsmj8zfk
Engineering design is a systematic, intelligent process in which engineers
generate, evaluate, and specify solutions for devices, systems, or processes whose
form(s) and function(s) achieve clientsâ objectives and usersâ needs while satisfying
a specified set of constraints. In other words, engineering design is a thoughtful
process for generating plans or schemes for devices, systems, or processes that attain
given objectives while adhering to specified constraints.
Contact me at naseel@live.com
Design (especially in highly technical sectors) is at a crossroads, with traditional boundaries breaking and new fields opening, our profession needs to address:
The democratisation of design
The growth of design automation
The merging of related disciplines
In essence:
WE NEED BETTER DESIGN
Design Automation
https://medium.com/@worldofknight/the-design-science-manifesto-2-design-automation-522493d5f151#.fc9asvdoh
Design Democratisation
https://medium.com/@worldofknight/ux-is-dead-long-live-design-ergonomics-c6bdd1fe6abe#.kbsmj8zfk
The role of e learning in clinical training -a critical evaluationPoh-Sun Goh
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First presented at Medical Education Conference: Creative teaching and learning with new technology in new era, organised by Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
http://telatkaohsiung.blogspot.sg/
(conference presentation blog above)
see also
http://www.slideshare.net/dnrgohps/practical-tips-in-formulating-an-e-learning-strategy-and-developing-an-elearning-program-54045074
and
http://www.slideshare.net/dnrgohps/one-strategy-to-utilise-material-from-a-comprehensive-indexed-digital-case-based-and-educational-repository-by-using-an-educational-blogwebsite-to-support-clinical-residency-training
You know you need to create content, but what does that really mean?Barbra Gago
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This runs through reasons you should be developing content to share with your customers, how it adds value, and some main do's & don'ts to think about.
Do you still think Moodle is boring?
Do you run out of ideas of how to use Moodle with your learners?
Do you want to improve retention and achievement?
This slideshow will give you fresh and new ideas to boost up your Moodle course.
Find out why you should use Moodle to promote learning, collaboration and communication, discover how to support and engage your learners and how to offer an interactive and rich learning experience.
After watching the slideshow, you will have an idea of what Moodle is capable of. Your next step is to learn how to create the activities suggested, such as Forums, Chats, Quizzes, internet embedded content, etcâŚ
In the videosâ section you can find already a podcast that shows you the potential of a forum, how to use it with your learners and how to create it on Moodle.
There are more podcasts being created that will cover other activities.
Moodle is here because it saves us time and makes things much better for your learners.
Now⌠click and enjoy the show!
Hi! I'm Liliana and I am an Instructional Designer and E-learning developer in Vancouver Canada.This presentation was delivered for Vancouver eLearning Meetup in March 2017.
Find more about me at www.lilianacotoara.com
Find more about our meetups at https://www.meetup.com/Vancouver-eLearning-Meetup/
This was an assignment for GMU's Innovations in Distance Learning. The assignments was to compare three online courses and provide a compare and contrast analysis.
This paper will briefly describe and critique the purpose and what instructional models are followed by process of three selected models: (1) The Dick & Carey Model (2) Kemp Model (3) 3 PD Model. The process description and critique for each model will serve as the foundation and supporting points required for comparison and contrasting process of the models.
FROM BRAINSTORMING TO C-SKETCH TO PRINCIPLES OF HISTORICAL INNOVATORS: IDEATI...FaelXC
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This Paper is Submitted to Fulfill The English 2 Task Study Program Software Engineering 4th Semester Buddhi Dharma University, Tangerang. Lecturer: Dra. Harisa Mardiana, M.Pd.
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It is impossible to separate the human factors from software engineering expertise during
software development, because software is developed by people and for people. The intangible
nature of software has made it a difficult product to successfully create, and an examination of
the many reasons for major software system failures show that the reasons for failures
eventually come down to human issues. Software developers, immersed as they are in the
technological aspect of the product, can quickly learn lessons from technological failures and
readily come up with solutions to avoid them in the future, yet they do not learn lessons from
human aspects in software engineering. Dealing with human errors is much more difficult for
developers and often this aspect is overlooked in the evaluation process as developers move on
to issues that they are more comfortable solving. A major reason for this oversight is that
software psychology (the softer side) has not developed as extensively
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
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Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
2. 1994
Rapid prototyping: An alternative instructional design strategy
Steven D. Tripp and Barbara Bichelmeyer
"There is a design methodology called rapid prototyping which has been used
successfully in software engineering. Given the similarities between software
design and instructional design, we argue that rapid prototyping is a viable model
for instructional design, especially for computer-based instruction. Additionally, we
argue that recent theories of design offer plausible explanations for the apparent
success of rapid prototyping in software design. Such theories also support the
notion that rapid prototyping is appropriate for instructional design. We offer
guidelines for the use of rapid prototyping and list possible tradeoffs in its
application."
3. 1994-1995
Theories, templates, and tools for designing and developing instructional hypermedia systems
Chia-Shing Yang
Managing courseware production:
An instructional design model with a software engineering approach
Chia-Shing Yang, David M. Moore and John K. Burton
"To ensure the instructional appropriateness of courseware, an ID model is
proposed to remind producers of the important instructional factors and process."
"This model contains three stages. The analysis stage draws out and documents
background information. The development stage constructs content,
measurement, strategies, media, and settings. This stage can be further divided
into "prototype design" and "formal production." The last stage is the evaluation
stage which includes pilot testing and summative evaluation."
4. 1997
Rapid collaborative prototyping as an instructional development paradigm
Laura T. Dorsey, David A. Goodrum, and Thomas M. Schwen
"When compared to the traditional phased ISD model, analysis, design, and
evaluation are qualitatively different in rapid collaborative prototyping. The three
components no longer exist as distinct activities in separate phases, but occur
simultaneously. In fact, dissecting them for a one-to-one comparison between the
two approaches runs the risk of losing sight of a critical and defining characteristic
of the rapid collaborative prototyping process."
5. 2000
Rapid prototyping methodology in action: A developmental study
Toni Stokes Jones and Rita C. Richey
In trying to find out if RP can deliver on generating high quality products while
reducing design and development time, the authors found that: "In general, the
two projects studied show ID efforts 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."
6. 2001
A rapid prototyping model for the design and development of instructional systems in
theory and practice: A case study
David G. Twitchell
"This case study describes an instructional program developed with the U.S. A ir
Force to p rovide visual identification (VTD) training to pilots."
"Rapid prototyping models provided a speedy solution to these training needs. The
final product, produced in CD-ROM format, incorporates 3D aircraft models, virtual
3D rotations, and compressed video sequences. This learning tool resembles a
modern video game, allowing users to master difficult taxonomic classification and
discrimination tasks in an engaging, interactive, entertaining, and effective way."
7. 2001
Rapid prototyping in the instructional design process
Elizabeth Krick Nixon and Doris Lee
"Rapid Prototyping opens up the boundaries found in traditional models.â
"RP embraces complexity, encourages the exploration of multiple solutions through
the development of parallel models, and builds the reality of change, conflict, and
uncertainty into the process."
"Rapid Prototyping is also sensitive to resource management as part of the design
process.â
"Rapid Prototyping can produce fast, effective instruction, but designers must be
aware that the basic tenets of instructional design are not to be ignored but used in
a different way."
8. 2007
Rapid prototyping instructional design: Revisiting the ISD model
Jenny Daugherty, Ya-Ting Teng, and Edgard Cornachione
To solve the problem of "being able to develop a training product in less time
without loosing quality" the authors determined that:
âIn this end, RP can be a useful method to increase the usability of training and to
reduce the cost and energy of revision."
9. 2009
Rapid prototyping:
An efficient way to collaboratively design and develop e-learning content
Guy Boulet
"This design method makes the design and development process open to new
emerging ideas; makes the design open to emerging needs from test and
evaluation phases; let's focus on pedagogical design (teaching) instead of course
materials preparation and technology; and stimulates discussion with external
partners" ("Rapid Prototyping" cited in Boulet, 2009, p. 5)
10. 2010
Rapid prototyping in instructional design: Creating competencies
Carolyn D. Fulton
This study was used to identify "knowledge, skills, and attitudes (KSAs)" that are
used in an instructional design workplace.
"Instructional designers working in rapid prototyping environments currently do
not have a list of competencies that help to identify the knowledge, skills, and
attitudes (KSAs) required in these workplaces. This qualitative case study used
multiple cases in an attempt to identify rapid prototyping competencies required in
a rapid prototyping environment."
11. 2011
Rapid prototyping reconsidered
James Desrosier
"Although in higher education rapid prototyping has been used primarily to design
interactive distance learning systems, the University of California Santa Cruz
Extension successfully employed this approach to produce an entire, new
curriculum at an unprecedented pace. The caliber of and response to the new
content, design, and delivery exceeded expectations on a variety of measures. This
experience indicates that rapid prototyping can be leveraged to not only produce
academic product on short time frames but also to meet institutional quality
standards while fulfilling marketplace needs for innovative new educational
content."
12. 2014
Rapid prototyping of mobile learning games
Maija Federley, Timo Sorsa, Janne Paavilainen, Kimo Boissonnier, and Anu Seisto
In an ongoing project to explore RP to "efficiently produce digital learning solutions
that are commercially viable" the first phase, involving rapid game prototyping and
an iterative approach, saw positive results "as the first prototypes produced were
very useful as concrete presentations of the ideas for evaluation. In the next phase,
the game prototypes will be tested by teachers and pupils."
13. 2015
Rapid-prototyping:
A qualitative case study of perceived value for instructional designers
Wilton Frank Dees
"The findings from the study strongly recommended the use of RP: 1) when the
instructional designer anticipated or predicted there would be implicit or explicit
pressure on the design team to save time and reduce costs; 2) when there was
ambiguity with respect to stakeholder goals or specifications; and 3) when it was
anticipated there would be communication difficulties between the stakeholders
and the design team."
14. Works Cited
Boulet, G. (2009). Rapid prototyping: An efficient way to collaboratively design and develop e-learning content. Retrieved August 14, 2016, from
http://guyboulet.net/site/docs/Rapid_prototyping.pdf
Daugherty, J., Teng, Y., & Cornachione, E. (2007). Rapid prototyping instructional design: Revisiting the ISD model. ERIC. Retrieved August 14, 2016, from
http://files.eric.ed.gov/fulltext/ED504673.pdf
Dees, W. F. (2015). Rapid-prototyping: A qualitative case study of perceived value for instructional designers (Doctoral dissertation, Capella University). ProQuest.
Desrosier, J. (2011). Rapid prototyping reconsidered. The Journal of Continuing Higher Education, 59(3), 135-145. doi:10.1080/07377363.2011.614881
Dorsey, L. T., Goodrum, D. A., & Schwen, T. M. (1997). Rapid collaborative prototyping as an instructional development paradigm. In C. R. Dills & A. J. Romiszowski (Eds.), Instructional
development paradigms (pp. 445-466). Englewood Cliffs, NJ: Educational Technology Publications.
Federley, M., Sorsa, T., Paavilainen, J., Boissonnier, K., & Seisto, A. (n.d.). Rapid prototyping of mobile learning games. 10th international conference mobile learning 2014 (pp. 294-298).
Fulton, C. D. (2010). Rapid prototyping in instructional design: Creating competencies (Doctoral dissertation, Capella University). ProQuest. Retrieved August 13, 2016, from
http://gradworks.umi.com/34/03/3403378.html
Gustafson, K. L., & Powell, G. C. (2002). The Dorsey, Goodrum and Schwen model. In Survey of instructional development models. Syracuse, NY: ERIC Clearinghouse on Information
Resources.
Gutierrez, K. (2015). The Ins and Outs of Rapid Prototyping for eLearning. Retrieved August 8, 2016, from http://info.shiftelearning.com/blog/rapid-prototyping-for-elearning
Jones, T. S., & Richey, R. C. (2000). Rapid prototyping methodology in action: A developmental study. ETR&D Educational Technology Research and Development, 48(2), 63-80.
doi:10.1007/bf02313401
Nixon, E. K., & Lee, D. (2008). Rapid prototyping in the instructional design process. Performance Improvement Quarterly, 14(3), 95-116. doi:10.1111/j.1937-8327.2001.tb00220.x
Rapid prototyping. (n.d.). Retrieved August 14, 2016, from http://edutechwiki.unige.ch/en/Rapid_prototyping
Tripp, S. D., & Bichelmeyer, B. (1990). Rapid prototyping: An alternative instructional design strategy. ETR&D Educational Technology Research and Development, 38(1), 31-44.
doi:10.1007/bf02298246
Twitchell, D. (2001). A rapid prototyping model for the design and development of instructional systems in theory and practice: A case study (Ph.D. thesis, Utah State University).
ProQuest.
Yang, C. (1994). Theories, templates, and tools for designing and developing instructional hypermedia systems (Unpublished master's thesis). Virginia Tech.
Yang, C., Moore, D. M., & Burton, J. K. (1995). Managing courseware production: An instructional design model with a software engineering approach. ETR&D Educational Technology
Research and Development, 43(4), 60-70. doi:10.1007/bf02300491