Rapid prototyping can be described as the computer program useful in constructing a three-dimensional model of work originating from a drawing of a Computer Aided Design (CAD). It is very useful when one wants to easily and quickly turn designs into objective samples. The making of the objective samples by use of this method is achievable through the use of Adobe Portable Document Format (PDF) as well as the CAD formats, and also through integration and cross-functional teams (Steven et al 1990).
Rapid Prototyping is very useful in many areas. It is used to put user interfaces into testing, to monitor the structure of the database and information flow during a training system, in testing the appeal and the effectiveness of instructional strategies, in developing a practice exercise or model case which serves as a template for others, giving clients as well as sponsors a concrete model for the anticipated instructional product, getting the feedback of the user and the reactions of two approaches which are competing. Prototyping is relevant to almost every kind of training projects of development, but its real value applies mostly in the designing of the computer-based systems.
The components of rapid prototyping in instructional designing are as follows Determine Feasibility, Study Present system, Define Prototype, Build Prototype, Exercise Prototype, Convert, and Install (Siribaddana, 2009)
Rapid prototypes differ widely from the traditional instructional designs in that, the traditional models will have much emphasis on the early constraints related to the designing of decisions, while on the other side, rapid prototyping will always follow a pragmatic design standard of least commitment, thus in the design synthesis stages a commitment will not be carried out that it exceeds what is considered necessary as a solution of the problem being faced. An important aspect of the process of prototypes is where a design is utilized with the potential learner. Rapid prototypes require a designing environment, which enables practicality in synthesizing and modifying instructional artifacts with ease. If such an environment is not available then it loses meaning and becomes less attractive. Traditional models may be unsuccessful due to the fact that they may be incomplete or may not fit the nature associated with the knowledge. Many of these traditional designs posses a linear quality, a feature that most of the time it fails as a true reflection defining the process of designing (Steven et al 1990).
Rapid prototyping concept has been adapted and applied to other spheres in the Instructional Designing thus becoming an integral part of customized models of Instructional Design. ADDIE being one such models, it has been greatly influenced by this concept and its new look is being applied in designing instructions.
ADDIE can be defined as the process that involves Design, Analysis, Development, Implementation and then Evaluation of the series of the steps necessary in completing instructional designs and it has found its use in a wide range of various arenas (Steven et al 1990).
The prototypes can either be low-fidelity or high- fidelity. Low-fidelity prototypes only give fewer details as compared to high-fidelity prototypes. Low-fidelity prototypes test concepts, while high-fidelity prototypes refine those concepts thus making sure that there is no difference between the original design on paper and the final product. Although it appears only on occasional basis, developers, designers, as well as engineers should try and create high-fidelity prototypes, which are nearly undifferentiated from the original product that a user would encounter. The less a high-fidelity prototype looks like just a normal one, the more correct the response will be when using it (Steven et al 1990).
Agile methodology of development offers the opportunity of assessing the direction for a project all through its development lifecycle. This is achieved via iterative cycle so as to build as well as a test followed thereafter by an assessment from the user until that moment when they feel they are okay with the developed product (Hub pages, 2013).
References
Hub pages, 2013, ‘Agile Methodology - A Brief Overview’, Web, http://navneetjha.hubpages.com/hub/Agile-Methodology-A-Brief-Overview Siribaddana P., 2009, ‘Instructional designing: What is rapid prototyping?’ Web, http://www.helium.com/items/1630541-instructional-designing-or-rapid-prototyping-or-what-is-rapid-prototyping
Tripp, Steven D. & Bichelmeyer, Barbara, 1990, ‘Rapid Prototyping: An Alternative Instructional Design Strategy’, Web, http://www.comp.dit.ie/dgordon/courses/ilt/ilt0004/ rapidprototypinganalternativeinstructionaldesign.pdf
