The document discusses rapid prototyping as a design methodology in system development and instructional design, emphasizing its efficiency in creating prototypes quickly. It highlights the iterative nature of prototyping, the steps involved, and its advantages such as user involvement and cost reduction, while also mentioning potential disadvantages. Additionally, it compares rapid prototyping to other instructional design models, framing it as both a paradigm shift and a variation in instructional design practices.

1. Rapid Prototyping
Audrey Bowser-Brown
Julie Pace
Debra Reschke
Aileen Sullivan

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. 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. 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. 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. 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. Steps Involved in Rapid
Prototyping

8. Step 1: Statement of Needs
and Objectives
The purpose of a succinct statement is to:
communicate.
offer a plan of action.

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. 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. 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. 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. 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. 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. 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. 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. Disadvantage
of Rapid Prototyping
Sometimes encourages informal design
methods which may cause more problems
to fix.

18. Comparison
to
Other Models
of
Instructional Design

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. 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. 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. 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. 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. 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.