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Rapid Prototyping: An Alternative Instructional Design Strategy S. D. Tripp and B. Bichelmeyer (1990)

Rapid Prototyping: An Alternative Instructional Design Strategy S. D. Tripp and B. Bichelmeyer (1990). A Practical Discussion. What is it? Why use it? Why does it work? What does it look like? What are the pitfalls? Why doesn’t everyone use it?. Tripp’s Model of Rapid Prototyping:

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Rapid Prototyping: An Alternative Instructional Design Strategy S. D. Tripp and B. Bichelmeyer (1990)

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  1. Rapid Prototyping:An Alternative Instructional Design StrategyS. D. Tripp and B. Bichelmeyer (1990)

  2. A Practical Discussion • What is it? • Why use it? • Why does it work? • What does it look like? • What are the pitfalls? • Why doesn’t everyone use it?

  3. Tripp’s Model of Rapid Prototyping: Design methodology Applicable to instructional design for computer-based instruction Extend into a new domain Rapid PrototypingWhat Is It? Rapid prototyping. In a design process, early development of a small-scale prototype used to test out certain key features of the design. • Roots from engineering design: • scientific approach • phased -state model • Prototyping • testing ideas • mock-up

  4. Classical approach to software development -- the waterfall cycle • concept definition • requirements definition • preliminary design • detailed design • code implementation • test and acceptance • [griping]

  5. Rapid prototyping -- the spiral cycle: • concept definition • implementation of a skeletal system • user evaluation and concept refinement • implementation of refined requirements • user evaluation and concept refinement • implementation of refined requirements • etc., etc., in a continuous cycle.

  6. What is it? Determine Feasibility Study Present System Define Prototype Build Prototype Prototyping Approach to Software Design Exercise Prototype Convert Install Assess Needs and Analyze Content Set Objectives Construct Prototype (Design) Utilize Prototype (Research) Install and Maintain System The Rapid Prototyping ISD Model

  7. Why use it? • Traditional Design • extensive documentation but doesn’t reduce communication problems. • thorough, but doesn’t please users. • ID phases but doesn’t decrease project time. • tracks project cost but doesn’t reduce them. • describes system but doesn’t guarantee it’s the right system. • Rapid Prototyping: • users can try out the system, discover problems, provide input. • pleases users. • reduces development time. • reduces development costs. • produces the right system for the designated task.

  8. Rapid Prototyping May Be Done 1. to test out a user interface; 2. to test the database structure and flow of information in a training system; 3. to test the effectiveness and appeal of a particular instructional strategy; 4. to develop a model case or practice exercise that can serve as a template for others; 5. to give clients and sponsors a more concrete model of the intended instructional product; 6. to get user feedback and reactions to two competing approaches.

  9. Rapid PrototypingWhy Does It Work? • Requires the Appropriate Medium (Tools): • computer software • with modularity • with plasticity • Appropriate Medium Examples: • HyperCard • PowerPoint • HTML • other object-oriented computer programs

  10. An example of rapid prototyping • First pass: • http://www.umich.edu/~aaps/OLDoz • A lot of text, kids don't want to read this much text off of a computer screen • Second attempt: • http://www.umich.edu/~aaps/disaster/dszt_wel.htm • More graphics in this one. • Third generation: • http://www.umich.edu/~aaps/mygeology/ • This version goes to an opening imagemap, rather than text.

  11. First version

  12. Second version

  13. Third version

  14. Different views about RP • Rapid prototyping should include all the required database, the major program modules, screen displays, and inputs and outputs for the interacting systems. (Tripp, Bichelmeyer) • Tessmer (1994) also considers rapid prototyping to be a working part of the final product, • Jones, Li, and Merrill (1992) say that rapid prototyping is essentially a feasible version of the final product.

  15. Different views about RP • On the other hand, Dorsey, Goodrum, and Schwen (1995) define rapid prototyping as a graphic cartoon of the possible solutions that will be incorporated into the basic functional components, • Boling and Frick (1998) use the term “rapid holistic prototype” because the prototyping will be rapid but not include everything that the final version will contain. Hence, Dorsey, Goodrum, and Schwen (1995), as well as Boling and Frick (1988), emphasize the earlier versions of prototyping rather than other researchers.

  16. Rapid PrototypingWhat Are the Pitfalls? • Can lead to a design-by-repair philosophy. • Does not eliminate front-end analysis. • Cannot substitute for a paper analysis. • Some ISD principles may not be addressed. • May lead to premature commitment. • Creeping featurism may lead to designs that are out of control!

  17. Rapid PrototypingWhy Doesn’t Everyone Use It? • “Rapid prototyping methodology represents a paradigmatic shift in understanding the nature and purpose of the field of instructional design.”

  18. Similarities and Differences of Formative Evaluation and RP

  19. Contrast Between RP and Traditional ID on Selected Factors

  20. Project – Step one • Find the topic • Analysis (Submit a report) • needs, analysis • learner analysis • content/task analysis • statement of the general goal • Pedagogical approach and justification for the approach • You have 2 weeks to finish the analysis

  21. Thank you for attending this presentation

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