This is time well spent since a thorough understanding of the goals, instruments, and materials of a course leads to well thought out courses that greatly benefit the students. It can take a long time to go through the ADDIE steps. The critical difference between this model and rapid prototyping is time. Putting all of this together, the designer creates a product that can be fully implemented. By that point, the instructional designer has an understanding of what they want to get across in the course, what their assessment tools will be, what the materials they will be using, etc. The systematic nature of ADDIE lends itself well to the creation of a polished product at the end of the implementation phase. The prototype is modified based on those findings to create a new prototype and the process is repeated using both designers and users.
An initial product (prototype) is produced and evaluated by the designer (and possibly other designers). The rapid prototyping model is useful in that it is designed to get product produced rapidly. The model itself arises from the computer software development industry. The rapid prototyping process is more modern and vastly less controlled. In this way the model is cyclic so changes can be implemented over time in the course. Once the evaluation is complete, the model uses the evaluation results and returns to the analysis step. Beginning with analysis, we move to design, then develop, implement, and finally evaluate. The ADDIE model is very prescriptive it contains a set of five steps that must be performed in order laid out by the model.
0 kommentar(er)
