Step 4: Install, Maintain & Develop Prototype (Rapid Prototyping - 4 Step Instructional Design Model)

Once you have implemented your amendments, the learning episode should be installed and appropriately maintained.

A logical directory structure is required to keep all of the graphics, text, audio clips organised into folders in such a way that you know where to find them when they need updating. Documentation should also be developed such as user guides and any further information.

Your evaluation should continue as part of an iterative process, in particular feedback from students. This will allow you to improve the effectiveness of your tutorial.

Click here to repeat Step 3 – Utilize Prototype.
Click here to repeat Step 2 – Construct Prototype.
Click here to repeat Step 1 – Analyze.

Step 3: Utilise Prototype (Rapid Prototyping - 4 Step Instructional Design Model)

A crucial part of the prototyping process is the utilization of the design with peers and potential learners. During utilization, the strengths and weaknesses of the prototype can be discovered. This needs to be done in a structured and timely way. There are three stages to the evaluation and ideally, each stage would occur in sequence, with a revision step between each stage where amendments to the prototype are made.

• Expert/Peer Review – Competent experts in the field check the content for validity, relevancy and currency
• Student Review – At this stage ideally a small number of learners work through the materials (four to eight selected from the student audience)
• e-Learning Review – The e-learning team proof, apply quality standards, evaluate instructional design, ease of navigation, screen design layout, technical performance

Ideally you should gain feedback on the following elements:

• Content
• Sequence and layout
• Media chosen
• Graphics/animations
• Navigation
• Assessments
• Objectives and Outcomes
• Overall comments

Click here for more information on Step 4 – Install, Maintain and Develop Prototype.
Click here to repeat Step 2 – Construct Prototype.
Click here to repeat Step 1 – Analyze.

Step 2: Construct Prototype (Rapid Prototyping - 4 Step Instructional Design Model)

The rapid prototyping process continues with the parallel processes of design and review, or construction and utilization. It involves:

• Incorporating your chosen pedagogical approach such as problem-based, collaboration, self instructional
• Deciding what content should be contained and how it should be structured and sequenced
• Preparing review and/or assessment questions, learner assignments
• Deciding what multimedia you require
• Deciding what is the proper ratio of text to audio, graphics, and interactivity

Structure and Sequence
The learning content should follow a simple, logical structure with clear sequence and instructions. The structure should include:

• Prerequisite knowledge requirements – this allows students to be able to put the learning episode into context
• Clearly stated learning objectives – both at the start and end of the learning episode. This allows the student to reflect on the knowledge that they have gained and provide closure by relating it to other learning episodes
• Sequenced content – ideally in increasing order of complexity, that matches specified learning objectives. Content should be relevant, meaningful practical and supportive, but unnecessary content should be made available in a downloadable document or perhaps into a wiki. If there is still a substantial amount of content then consider smaller learning episodes, rather than one big one.
• Formative assessment
• Summary of the key concepts
• Further reading resources
• Employ clear navigation which is consistent and accessible from anywhere within the session
• Employ real-world examples and scenarios where possible

Creating Assessments
A number of factors can determine how you assess or measure learners’ performance including your philosophy as an educator, the types of students you are dealing with and the delivery system you are using. However, the biggest consideration has to be the content you are teaching, particularly the levels of learning it represents and the performance objectives you have specified during the analysis phase of the process. Formative assessments enable the learner to test their knowledge, and to modify it or fill in gaps if necessary. A diversity of measures can be incorporated into your design either embedded or at the end of the module. These range from:

• Multiple choice, matching, or fill in the blanks (Bloom’s knowledge lower order content) to …
• Online discussions and simulations for performance objectives (Bloom’s higher levels of analysis, synthesis and evaluation)
• Performance measures that encourage critical reflection, are open-ended, practical, and provide opportunity to contextualize learning, are often more valuable and relevant than formal testing based on right or wrong answer

 If your assessment is robust enough, those who understand the content will pass, while those who don’t will fail. Ask a colleague to bluff their way through your assessment. If they pass, it’s obviously too weak. However, in every instance provide rich feedback.

Multimedia Options
All of us learn differently: some of us need to physically manipulate objects, others require auditory stimulus to reinforce key concepts, and still others require graphs, charts, diagrams, and photographs to create understanding. Few of us are either one way or the other. Rather, most of us learn best when a combination of learning styles are engaged to deliver concepts.

One of the key characteristics of e-Learning is its capability to integrate different media to create effective multimedia instructional material. Each medium offers unique opportunities to deliver instructional methods that others cannot. To exploit each medium fully, the unique capabilities of the technology should be used in ways that effectively support learning. However, a note of caution, be selective as too much unnecessary multimedia may distract learners and actually decrease learning performance. It can also prove to be impracticable and very costly to re-edit content with a short life expectancy.

Instructional Design Guidelines
This is where the learner interacts with the content by listening, reading, manipulating, and viewing the instructional content. Your choice of words, images, sounds, content flow, variety, and novelty all affect the success of a lesson. A balance of each ensures you are meeting the learning styles of diverse learners while creating an engaging and entertaining user experience. The five elements of the instructional component to consider are:

Text – Reading from a computer screen is around 25% slower than from paper; therefore as a guide text should:

• Be set into narrow columns rather than allowed to stretch across the entire webpage
• Have 50% of the word count of its paper equivalent
• Be written in a way that is easy to read and digestible
• Be used in conjunction with graphics, photographs, animations, audio and video to add meaning where appropriate
• Have a minimum font 10pt/line height 12pt and stick to one font type where possible
• Have enough whitespace
• Be mindful of using coloured text and backgrounds
• Have limited bold text – generally key terms, headings and subheadings
• Be enclosed in a box to make it easier to digest when necessary

Graphics/Photographs
Graphics in the form of illustrations, photographs, charts, graphs etc… can be an effective way to describe concepts and add visual interest. However, avoid bright decorations that compete with the substantive content for the learner’s attention. In addition, the overuse of graphical elements can be distracting and reduce the speed at which pages will load, given that good quality images can be large and require additional wait time for the user as they download, their effectiveness must be carefully weighed against this reality. Where possible use real photos rather than cartoons or illustrations to highlight key concepts. Be mindful of the School’s copyright and consent policy.

Audio – By no means should you use audio to read the entirety of a lesson to a learner. Nevertheless, audio done the right way can greatly enhance your e-learning materials because you are directing information to both the auditory and visual channels, distributing the mental workload. Audio can assist with humanizing the content by having a voice either welcome the learner to the course or give an introduction to a lesson. Audio can also be effective for providing auditory interest to simulations and to add authenticity to your content via subject matter experts. Users, however, must have a soundcard and speakers installed in their computers to benefit from audio.

Interactivity/Simulation – Animations can provide much needed interaction where appropriate and include: flip books, rollovers, click-ons etc… Again, avoid bright decorations and looped animations that compete with the content for the learner’s attention. Formative Assessments are also vital and can include: drag and drop, True/False, single best answer, multiple correct answer or hotspot. Simulations are time consuming to build but provide a powerful means for bringing content to life.

Video – Has long been accepted as a valuable teaching resource. It can provide a clarity and explicitness not possible with words or still pictures alone and it is an easily reusable/ shareable resource. Video is great for simulations and demonstrations. However, using video doesn’t guarantee effective learning, and it can create a passive experience if used inappropriately. Although it is true that digital video can now be produced on desktop equipment, there are still some important issues to consider including: very large file-sizes, quality, cost and content re-editing factors.

Once you have completed the design step and are happy with your prototype, again, please talk through your session progress with one of the e-learning team. This way we can:

• Review your chosen multimedia
• Provide any requested assets
• Provide further instructional design advice
• Proof read and apply specific quality standards
• Answer any questions and offer advice and guidance on best practice

 Click here for more information on Step 3 – Utilize Prototype.
Click here for more information on Step 1 – Analyze.