Rapid Prototyping

Rapid Prototyping is currently the most popular alternate approach to ADDIE and traditional
instructional design. With Rapid Prototyping, the steps are crunched together to reduce the amount of
time needed to develop training or a product (Jones & Richey, 2000). The design and development
phases are done simultaneously and evaluation is done throughout the process.

What exactly does Rapid Prototyping offer? Its non-linear approach allows for more instructional
flexibility. It can catch problems early in the development stages as users are able to offer immediate
feedback. It reduces development time and costs by:

 Using working models early in a project to eliminate time-consuming revisions later on.
 Completing design tasks at the same time, rather than sequentially, throughout the project.

With Rapid Prototyping, learners and/or subject matter experts interact with prototypes and
instructional designers in a continuous review and revision process. The development of a prototype is
the first step and analysis is continuous throughout the process. As one cycle proves effective and
usable, the next cycle begins, based upon the best-practices of the previous cycle, and so on.

Analyzing needs and developing content depends in part upon the knowledge gained by actually
building and using the prototype instructional system. Rapid Prototyping thus overcomes the
limitations of the traditional ADDIE approach:

 It involves all team members earlier in the project cycle

 It allows the stakeholders, subject matter experts, and end users to provide early feedback.

The rapid prototype creates an early iteration loop that provides valuable feedback on technical issues,
creative treatment, and effectiveness of instruction. The design document itself is changed to reflect
this feedback, and in some cases, a new prototype module is developed for subsequent testing of the
refinements.

Here is what it looks like:

Sources:
Jones, Toni Stokes, & Richey, Rita C. Rapid prototyping methodology in action: (2000). A
developmental study. Educational Technology Research and Development, 48, 2, pp. 63-80