Transcript Rapid Prototyping: An Alternative Instructional Design

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?
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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.
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Roots from
engineering design:
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scientific approach
phased -state model
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Tripp’s Model of Rapid
Prototyping:
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Prototyping
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testing ideas
mock-up
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Design methodology
Applicable to
instructional design for
computer-based
instruction
Extend into a new domain
Classical approach to software
development -- the waterfall cycle
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concept definition
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requirements definition
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preliminary design
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detailed design
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code implementation
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test and acceptance
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[griping]
Rapid prototyping -- the spiral cycle:
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concept definition
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implementation of a skeletal system
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user evaluation and concept refinement
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implementation of refined requirements
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user evaluation and concept refinement
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implementation of refined requirements
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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?
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Traditional Design
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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.
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Rapid Prototyping:
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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
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Appropriate
Medium Examples:
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HyperCard
PowerPoint
HTML
other object-oriented
computer programs
An example of rapid prototyping
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First pass:
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http://www.umich.edu/~aaps/OLDoz
– A lot of text, kids don't want to read this much text off of a
computer screen
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Second attempt:
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http://www.umich.edu/~aaps/disaster/dszt_wel.htm
– More graphics in this one.
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Third generation:
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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
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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
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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?
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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?
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“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
S
 Quality Control
Purpose D  Error finding
 Revision
 Revision
 Validation
 Improvement of quality
 Formative + Summative evaluation
Effective- S
 Both intend to increase effectiveness and efficiency of design process
ness and
D  Low sensitivity to time
 High sensitivity to speedy
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
InvolveD  Users as testees
 Designer and users as partners
ment
 Short period of involvement
 Long-term, continuous involvement
 Collaboration of experts,
 Collaboration of users and designers
designers, and users
Process S
 Gradual revision and refinement process
D  Linear, Systematic
 Non-linear iterations
 From simple to complex testing
 Systemic
methods
 Discovery design
 Normative design
S= Similarities, D= Differences
Contrast Between RP and Traditional
ID on Selected Factors
Conventional ID
Rapid Prototyping
Time and effort devoted to goal specification
High
Medium
Amount of initial task and hierarchical
analysis
Amount of initial detailed design specification
High
Low
High
Low
Cost of first prototype
High
Low
Completeness of first prototype
High
Low
Number of iterative tryouts
Low
High
Amount of revision expected to be needed
after first tryout
Low
High
Amount of user input to design
Low
High
Difference of final product from initial
specifications
Low
Medium/High
Factor
Project – Step one
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Find the topic
Analysis (Submit a report)
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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