We learning designers and eLearning developers tend to behave as if we are trying to keep pace with business demands for speed and quality, rather than observing innovation. We tend to pretend that we are not only “keeping up,” but also observing innovations that meet the needs of our business. [Sources: 6]
If designers are not allowed to follow a formal design process (such as addie) for a long time, other methods such as rapid prototyping can be pursued. When teaching design is not allowed, or when teaching designers are not allowed to engage in a “formal design” process, such as, for example, I have (and still follow) another method, such as “rapid prototypeing,” when I was not allowed (or still follow) a long period of my time. [Sources: 1]
Rapid prototyping is the process of testing materials and instruction units on a sample product. Rapid Prototyping is a complementary model that replaces not only a complete teaching design or a model process, but also a prototype or even an actual product. Although rapid prototyping is a methodology, it is not a teaching method, but a “complement” rather than a substitute for the “formal design process” as a whole. [Sources: 4]
Rapid prototyping creates an early iteration loop that provides valuable feedback on the effectiveness of guidance and design, overcoming the limitations of a traditional addie approach. Rapid prototypes are created early in the design process to enable early iterations and loops, overcoming the limitations of traditional “add-on” approaches. Quick Prototyping: Rapid prototypers create an early iteration loop that provides early feedback and early versions of a guide or design in a short time, such as a few hours or a day or even a week or two. Fast prototypes create early iterations and loops that allow late iterations and initial iterations of something like a prototype or an actual product, rather than a complete design. [Sources: 1, 3]
Rapid Prototyping creates an early iteration loop that provides early feedback and early versions of a guide or design in a short time, such as a few hours or a day or even a week or two. Rapid prototypes are created at an early stage of development to enable early iterations and loops that provide valuable feedback on the effectiveness of guidance and design, and overcome the limitations of traditional add-on approaches. Rapid prototyping with new technologies is fast and time-sensitive for virtually any complexity, measured in hours, rather than days, weeks or months. Quick Prototyping: Rapid prototypers create an earlier iteration loop that provides early feedback, early versions of guides or designs, and initial iterations of something like a prototype or an actual product. [Sources: 2, 5]
Step by step to reduce the time required to develop a training product and step by step to reduce the number of iterations and iterations of the product itself. Step by step, the level of complexity, the type of feedback or the time required to develop a training product was reduced. Steps to reduce the scale of development and the number of iterations and iterations that reduce the level of education and iteration of that product or product and the quantities for which quantities must be developed. [Sources: 1]
One such situation where rapid prototyping should not be used is when a software tool that provides the ability to simply add, remove, or modify segments cost-effectively is not readily available. If you work with a short time frame, SAM may be the better choice and flexible teams can benefit more from the Rapid Prototype model than from an SAM model. This is a situation where you shouldn’t use rapid prototyping: Flexible teams benefit more from a rapid prototypes model than from SAM models, although SAM might be a better choice if you work on a shorter schedule. For those working on short deadlines, the flexible team will also greatly benefit from fast prototypes. [Sources: 1, 4]
Rapid Prototyping (RP) is an iterative design methodology, which means that it involves the creation of a functioning model of the end product. It allows the designer to start with a prototype with little fidelity (such as a prototype of a small piece of furniture) and move over time to increasingly high fidelity prototypes. The Rapid Prototypes RP approach can be seen as another way to address some of these criticisms. [Sources: 0, 1, 6]
Tripp Bichelmeyer emphasizes that testing of teaching materials that are not completed is not as efficient as rapid prototyping. Dick Carey spoke about the potential impact of computer-aided guidance in his 2010 speech at the American Association for the Advancement of Science (AAS) conference. Carey claimed design is lost in a system that is simply about getting something to work. The ability of learners and subject matter experts to interact with prototypes and teaching designers. In other words, the ability of the learner, subject matter expert and / or teacher to interact with a prototype or a teaching designer, rather than the other way around. [Sources: 3, 5, 6]
Sources:
[0]: http://sites.gsu.edu/atimpeiro1/2015/09/22/rapid-prototyping-instructional-design-revisiting-the-isd-model-article-review/
[1]: https://www.amarokproperty.co.uk/average-january-ajwh/5548d1-rapid-prototyping-instructional-design
[2]: https://docplayer.net/11435674-Rapid-prototyping-an-efficient-way-to-collaboratively-design-and-develop-e-learning-content.html
[3]: https://mylove4learning.com/the-rapid-instructional-design-model-my-favorite-model-to-get-the-job-done/
[4]: http://edtc6321team2sp13.pbworks.com/
[5]: https://cupdf.com/document/rapid-prototypingrapid-prototypesla-prototype.html
[6]: http://www.glasgowsealants.co.uk/7bjdypa/rapid-prototyping-instructional-design-0f51a2