Rapid Prototyping: An Alternative Instructional Design Strategy S.

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?

Rapid Prototyping What 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 Tripp’s Model of Rapid Prototyping: Design methodology Applicable to instructional design for computer-based instruction Extend into a new domain

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

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.

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

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.

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.

Rapid Prototyping Why Does It Work? Requires the Appropriate Medium (Tools): computer software with modularity with plasticity Appropriate Medium Examples: HyperCard PowerPoint HTML other objectoriented computer programs

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.

First version

Second version

Third version

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.

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.

Rapid Prototyping What 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!

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

Similarities and Differences of Formative Evaluation and RP Formative evaluation Rapid prototyping Quality Control S Revision Purpose D Error finding Revision Validation Improvement of quality Formative Summative evaluation Both intend to increase effectiveness and efficiency of design process Effective- S ness and High sensitivity to speedy D Low sensitivity to time Efficiency Medium sensitivity to cost High sensitivity to low investment during initial designs User S Both require adequate number of users with a range of experiences Involve Designer and users as partners D Users as testees ment Short period of involvement Long-term, continuous involvement Collaboration of experts, Collaboration of users and designers designers, and users Gradual revision and refinement process Process S Non-linear iterations D Linear, Systematic From simple to complex testing Systemic Discovery design methods Normative design S Similarities, D Differences

Contrast Between RP and Traditional ID on Selected Factors Conventional I D Rapid P rototyping T ime and effort devoted to goal spec ific ation High Medium Amount of initial task and hierarc hic al analysis Amount of initial detailed design spec ific ation High L ow High L ow Cost of first prototype High L ow Completeness of first prototype High L ow Number of iterative tryouts L ow High Amount of revision expec ted to be needed after firs t tryout L ow High Amount of user input to design L ow High Differenc e of final produc t from initial spec ific ations L ow Medium/High F ac tor

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