Rapid Development Studio: An Intensive, Iterative Approach to Designing Online Learning

Bing Mei,Damon Ellis,Lawrence May,Jacqui Thornley,Jamie Denton,Richard Durham,Rena Heap,Sue Tickner

doi:10.1177/21582440211047574

Abstract

Given the increasing demand for online learning at the tertiary level, there currently exists a need to modify or develop instructional design (ID) models/approaches that can effectively facilitate the collaboration between learning designers and teachers, as well as to research the effectiveness of these models/approaches. Against this backdrop, adopting a design-based research approach, we tested a practical ID approach that is developed on two prior models: rapid prototyping and collaborative course development. Accordingly, a 2-week rapid development studio—an agile, intensive, iterative ID process—was arranged. Data from multiple sources were gleaned during the study to generate a comprehensive and in-depth understanding of the proposed approach. Overall, results suggest that the approach is effective for developing online courses in case of a limited time frame and was positively perceived by both course instructors and learning designers. Moreover, practical tips for replicating the process in other contexts are also shared. It is our hope that the study will stimulate further exploration of alternative ID models/approaches to improve online course design efficacy in other higher education institutions.

Highlights

With the expansion of digital cultures and access to information and communication technologies (ICT), online learning has been increasingly integrated into the educational sector as a catalyst to transform teaching and learning, especially at the tertiary level (Broadbent & Poon, 2015; O’Shea et al, 2015; Zhang & Worthington, 2017)
Drawing upon prior research (e.g., Coetzee & Smart, 2012), we reported the process of developing a course with the help of a rapid development studio (RDS), which is conceptualized to be an agile, intensive, iterative instructional design (ID) process with a compressed timeframe and enables course instructors and learning designers to collaborate in close physical proximity
Considering the practical constraints, the RDS was planned to be completed within 2 weeks

Summary

Introduction

With the expansion of digital cultures and access to information and communication technologies (ICT), online learning has been increasingly integrated into the educational sector as a catalyst to transform teaching and learning, especially at the tertiary level (Broadbent & Poon, 2015; O’Shea et al, 2015; Zhang & Worthington, 2017). Current efforts are mostly scaffolded by traditional ID models, such as the Analysis, Design, Development, Implementation, and Evaluation model (ADDIE; Branson et al, 1975), the Attention, Relevance, Confidence, and Satisfaction model (ARCS; Keller, 1987), and the Dick and Carey (1978) model. When employing these models, course instructors and learning designers often struggle to deliver well-designed online learning due to the inflexibility of these linear ID models (Adnan & Ritzhaupt, 2018). There is a growing interest in research on exploring alternative ID models/ approaches that allow for rapid production of online courses and efficient collaboration between learning designers and teachers, with some recent examples including the ABC learning design (Young & Perović, 2016), the Carpe Diem learning design (Salmon & Wright, 2014), and Course Design Intensives (Benfield, 2008)

Methods

Results

Discussion

Conclusion