Rapid Prototyping

The traditional (modern) ID process has been criticized for generating models that are tool complex to use effectively and for focusing too much on strictly observable (behavioral) outcomes without addressing the more subtle aspects of learning such as reflection, retention and motivation.

Rapid Prototyping, an example of a postmodernist approach, can be summarized as:

• Final product is developed through the creation of a number of prototypes.
• Each prototype is evaluated by some experts and end users.
• Each successive prototype is more like the final product.

(Brown, A. & Green, T.D., (2006). The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice. Pearson, Merrill/Prentice Hall.)

An illustration of the model can be found in this link: Rapid Prototyping as an instructional design

Suggested Readings:

Tripp, S. D., & Bichelmeyer, B. (1990). Rapid protoyping: An alternative instructional design strategy. Educational Technology, Research and Development, 38(1), 31-44.

Wilson, B. G., Jonassen, D. H., & Cole, P. (1993). Cognitive approaches to instructional design. In G. M. Piskurich (Ed.), The ASTD handbook of instructional technology (pp. 21.1-21.22). New York: McGraw-Hill.