To address the limitations of traditional instructional design models, instructional designers have been turning to newer alternative methods. During class, we discussed three of these alternative methods: Chaos Theory (You, 1993), Rapid Prototyping (Tripp & Bichelmeyer, 1990), and the R2D2 Model (Willis & Wright, 2000). There are several correlations between these models, but I would like to identify the three that appear to be most essential to their success.
Perhaps the most important similarity between Chaos Theory, Rapid Prototyping, and the R2D2 Model is their emphasis on the complexity of the design process. These three models break free from traditional ISD models, which Tripp & Bichelmeyer argue are simply differing versions of a standard decision sequence (33). These decisions are sequential, meaning one happens before another, and progress in a logical fashion. Where traditional models strive to minimize the complexity of the design process by providing predetermined steps and procedures (Tripp & Bichelmeyer, 37), the three alternative models embrace the complexity of the design process. Instead of instructional design being linear and unidirectional, these alternative models emphasize the “multiplicity of interrelationships” among the components of design (20). For example, Rapid Prototyping encourages design and research to occur simultaneously, and the R2D2 Model emphasizes the recursive nature of design. Furthermore, the nonlinear nature of these models caters to unanticipated events that might be incorporated into the system—leading to the second trait that ties the three models together.
Chaos Theory, Rapid Prototyping, and the R2D2 Model all emphasize the uncertainty of the design process. Traditional models place emphasis on analysis, indicating that we can predict the nature of the learner, learning environment, and the knowledge to be constructed. However, Willis and Wright claim that the design process possesses a recursive nature that is neither predictable nor prescribable (5). In reality, each learning situation is to some degree different from all others, meaning that research and analysis is always relative to the situation (Tripp & Bickelmeyer, 40). Furthermore, these alternative models are able to adapt to “environmental turbulence” (You, 20), or unpredictable changes in the environment. You claims that the learning process is dynamic and unpredictable (20), two aspects that traditional ISD models do not account for.
Another important characteristic is their focus on the process, not the product of instructional design. The traditional ISD approach focuses on the effectiveness of the product, rather than the efficiency of the process (Tripp & Bichelmeyer). You claims that learning is a dynamic and chaotic process, dependent on contextual, internal, and other factors, rather than a state of being (24). As such, learning is more a process of “becoming” than “being.” To cater to this evolving state, learning environments must also be focused on “becoming,” emphasizing the process rather than the product. Traditional ISD models are linear with a beginning and end; alternative models emphasize the dynamacism of learning, recognizing that it is an iterative process, constantly striving to “become.” Tripp and Bichelmeyer describe these processes as producing “negotiated products,” based on learning theory and instructional prescriptions, but more importantly based on contextual factors (42).
These three characteristics of Chaos Theory, Rapid Prototyping, and the R2D2 Model enable these theories to be satisfactory alternatives to traditional models. Each model possesses varying potential that is dependent on the situation in which it will be used. These alternative models were not developed to replace more traditional models; rather, they were developed to provide a framework for design when traditional models prove lacking.
References
Tripp, S. & Bichelmeyer, B. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research and Development. 38(1): 31-44.
Willis, Jerry & Wright, Kristen Egeland. (2000). A general set of procedures for constructivist instructional design: The new R2D2 model. Educational Technology.
You, Yeongmahn. (1993). What can we learn from Chaos Theory? An alternative approach to Instructional Systems Design. Educational Technology Research and Development. 41(3): 17-32.