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IDT200x
Rapid Instructional Design
Rapid Instructional Design is a non-linear approach to course development necessitated by shorter time frames allotted for course production. Rapid's streamlined workflow requires simultaneous "stages" to take place.
Tools such as Adobe Captivate and Articulate 360 enable prototyping prior to development. Close collaboration between subject matter experts (SMEs), stakeholders, and design team saves time with ongoing iteration and earlier feedback. Here are some process components and their rough order of application. Rapid Instructional Design streamlines older models like ADDIE and modifies its stages.
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Explore the Strengths and Weaknesses of Rapid Instructional Design in Higher Education here.
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Also this week, the Instructional Design Document (IDD) for the minicourse, Bento Journey, features its Learning Activities.
Background photo by Berk Ozdemir
Rapid Design = Simultaneous development
Key
Blue type = efficient strategies
(STAGES housed in other stages = interwoven nature of Rapid Instructional Design)
Implications of the Rapid Instructional Design
for Instructional (Learning) Design
Rapid Instructional Design is the the most technologically integrated learning approach we have encountered thus far. Rapid prototyping, enabled by tools like Adobe Captivate and Articulate 360, parallels developments in agile project management approaches and user experience design. These include close collaborations between stakeholders, subject matter experts, and designers, enabling multiple just-in-time iterative stages.
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Templates in these apps are quick visualization tools where content can be quickly housed in a user interface. Videos and microlearning may help engagement but interactivity and customization can be limited by time and resources.
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Thorough analysis and understanding of learner needs may, however be sacrificed, to provide an immediate solution. These are the sort of real world compromises technology enables to meet the ever increasing speed of production and accessibility expectations of learners. This may be further heightened by artificial intelligence, which still requires monitoring by SMEs and testing by the target audience.
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On the assessment side, quizzes may not check for true understanding, which may have long-term, unforeseen repercussions. A solution may be cheat sheet takeaway that students receive at the end to ensure they have some guide after the online course that they can peruse when they have time.
Works cited
“Designing Learning Activities.” Institute for Teaching and Learning Innovation - University of Queensland, 16 Nov. 2022, itali.uq.edu.au/teaching-guidance/teaching-practices/designing-learning-activities#:~:text=When%20planning%20learning%20activities%2C%20you,feedback%20on%20specific%20outcome%2Fs.
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edX. “Week 5: Rapid Instructional Design.” USMx LDT200x, taught by Andrew Pron. UMGC. 2023, https://learning.edx.org/course/course-v1:USMx+LDT200x+3T2023.
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“Examples of Learning Activities.” Teaching & Learning - University of Tasmania, Australia, 9 June 2022, www.teaching-learning.utas.edu.au/learning-activities-and-delivery-modes/planning-learning-activities/examples-of-learning-activities.
Pastore, Ray. “Rapid Instructional Design.” YouTube, YouTube, 7 Aug. 2018, https://www.youtube.com/watch?v=yo3Y_GY4PAI. Accessed 15 Nov. 2023.
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Prasad, Dr. RK. “A Training Manager’s Guide to What Rapid Learning Is and What It’s Not.” eLearning Industry, 23 Aug. 2021, elearningindustry.com/training-managers-guide-to-what-rapid-learning-is-and-not.
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Thais. “The Rapid Instructional Design Model – My Favorite Model to Get the Job Done.” Mylove4learning.com, 22 Jan. 2019, mylove4learning.com/the-rapid-instructional-design-model-my-favorite-model-to-get-the-job-done/.