Rapid prototyping: An alternative instructional design strategy

1990 ◽  
Vol 38 (1) ◽  
pp. 31-44 ◽  
Author(s):  
Steven D. Tripp ◽  
Barbara Bichelmeyer
Author(s):  
Michael G. Strawser ◽  
Renee Kaufmann

Instructional designers must appeal to a variety of audience members both in terms of competency and preferred learning style. Though many factors may influence learning style, generational preferences may provide instructional designers a broad base of understanding undergirding strategic educational design choices. While it would be naive, and even inaccurate, to assume that Millennials constitute the only unique generational challenge for instructional designers, their sheer presence in organizations and their education expectations have changed the game—so to speak. Thus, in an attempt to clarify generational uniqueness, this chapter will explore general generational instructional trends while positioning instructional design as a necessary answer to 21st century learning efficacy challenges.


Author(s):  
Angela Dowling ◽  
Terence C. Ahern

This chapter examines the effects of a game-like environment on instructional activity design and learning outcomes in a middle school general science class. The authors investigated if science content can be designed and successfully delivered instructionally using a game-like learning environment. The authors also wanted to investigate if by utilizing a game-design method could class and student engagement be increased. The results indicated that the instructional design of the unit using a game-like environment was successful and students exhibited learning. The authors also address the challenges inherent in utilizing this instructional strategy.


2020 ◽  
Vol 11 (2) ◽  
pp. 130-141
Author(s):  
Yi Jin ◽  
Leigh Martin ◽  
Stephanee Stephens ◽  
Ann Marie Carrier

Designing a mobile makerspace, the MakerBus, originated from our goal of bringing maker education to all students in K-12, thus empowering students to believe they could create things and make social changes. This design case was guided by human-centered design principles and rapid prototyping instructional design model. In this paper, we elaborated on the process of designing the MakerBus, highlight major design decisions.


2020 ◽  
Vol 59 (2) ◽  
pp. 107 ◽  
Author(s):  
Donna Harp Ziegenfuss

Library instruction sessions, courses, and programs benefit from a strategic and intentional instructional design approach. This type of approach can provide a framework for librarian discussions with collaborators, such as faculty or other stakeholders, and facilitate librarians’ advocacy efforts for information literacy instruction in the curriculum. But in the midst of busy schedules and competing responsibilities, it can be difficult to find time and a strategy that works well for library instructional contexts. This column shares an instructional design strategy adopted by librarians to add intentionality to their instruction. This backward design instructional design process has proven to be an invaluable tool for designing instructional contexts ranging from one-shots to tutorials to semester-length courses.—Editor


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