In this post I will be comparing basic elements that are the same and identifying differences in the ADDIE design model versus Rapid Prototyping.  When discussing alternative design models, Kruse pointed out that ADDIE has been criticized as being “too systematic, linear, inflexible and time-consuming” and that there are design models, which prove to be “more holistic and iterative” (Kruse, 2009).

There are situations where using Rapid Prototyping over the ADDIE model could prove beneficial and advantageous. A specific advantage might be to insert a Rapid Prototyping phase, using a quickly assembled module that might be tested with students early in the instruction design process. This allows for feedback and utilizes an iterative process so that a better, revised version may make the design move more quickly than the traditional ADDIE model.  (Kruse, 2009)  I found an example of engineers using Rapid Prototyping in their work giving an instance where Case-Mate needed to have phone cases before the new phone was even released.  The engineer needed to know everything possible to insure the customer would achieve satisfaction once they purchased their new product.  The prototypes, in this example made it possible for the company to produce a viable product.  (Candace, 2012)

 

In Instructional Design Technology, Rapid Prototyping has similarities and differences to the processes used in the ADDIE model.  It is recommended however, to integrate several methods and models of design to pull together the most effective instructional program faster and cheaper than the traditional approach.  Rapid Prototyping and most alternative models utilize step-by-step systems, often including phases of the ADDIE model, to evaluate learner needs in order to design and develop the most effective training materials.  ADDIE was developed and used by the United States military during World War II, at a time when more rigid and specific training methods were called for.  (Kruse, 2009).

There are advantages, or tradeoffs, when using Rapid Prototyping versus the ADDIE model.  Thiagarajan stresses the need for justification of “just in time ID strategies” (Thiagarajan,1999) and Instructional Designers are advised to avoid “sacrificing effectiveness of the product for efficiency” (Thiagarajan,1999).  It is important to know the difference between whether Rapid Prototyping is best applied during the design process (before leaner interaction) or the delivery phase.  Good examples in incorporating Rapid Prototyping in instructional designs include situations where there are ample resources for delivery, like SME’s, instructors, time and whether you will be working with a small class.  In this case, it might be possible to cut corners in the design phase.  On the other hand, if there are limited resources for delivery in that the designer is working with non-specialists, a tight budget/schedule or a large group of learners it might be better to plan for extra in the design process.  There needs to be a delicate balance in allocating the resources between the design and delivery phases.  And, there are times when there will be a call for utilizing another model or mixing the models for the best outcome in learning.  Can you think of ways that you might incorporate various design models in an approach to instructional design?  When would the ADDIE model be better utilized for a training program or instructional process?  And, how might you use Rapid Prototyping to design the most efficient and effective program of instruction?

 

References

Candace. (2012, December 11). Engineers Talk – Top 5 things you can learn from prototypes.  Quickparts.  Custom tips for rapid prototyping. [Web log comment] Retrieved from http://rapidprototyping.blog.quickparts.com/

Kruse, K. (2009) Introduction to Instructional Design and the ADDIE model. Retrieved from http://www.transformativedesigns.com/id_systems.html

Thiagarajan, S. (1999) Rapid instructional design. Retrieved from http://www.thiagi.com/article-rid.html.