Rapid instructional design is an approach that emphasizes "efficiency, agility, and responsiveness" (UMGC, 2024a). It is not considered a true model and streamlines previous models like ADDIE. A massive strength of the approach is the ability to "respond swiftly" to changes.
The first stage where the needs and goals of the course are analyzed. Designers do work with experts to assist in identifying resources and objectives.
In this stage, designers work to create an outline for the structure of the course and the approach. They will prioritize the learner and their engagement during this time.
This stage involves creating the learning materials for the course, doing so quickly and efficiently (UMGC, 2024b). They might create new content or use available resources.
Designers create a "small scale version" of their course to be able to share and get feedback for, allowing for more iteration (UMGC, 2024b).
Designers make the course and materials available to learners and continue to receive feedback and iterate on it.
Designers continue looking at the effectiveness of the course and updating it based on performance.
The largest implication of rapid instructional design is that it is quick. In today's world, the need to be able to produce content that is effective while not needing a large period of time is important. This can be used in producing a quick training process for employees or even updating to the changing needs of students and educators in an educational environment that has seen updates in quick succession. This is a format/approach that will not be for every situation, more than our other models. With the focus on speed and efficency, it is most suited for a situation that requires this. When you are permitted more time, actual models can be more appropriate as they allow for more time to be able to perform more in depth analysis.
Rapid instructional design would be beneficial due to the speed with which this would need to be implemented. Not having to spend too much time developing and being able to implement faster is a bonus in an environment where I will have quick turnover of participants, as well as a need for a quick first iteration as this would be more of a side project for my job. With the ability to iterate and reliance on experts and other materials, I can quickly make the course more and more effective for the students.
The abbreviated analysis and development can cause harm to the students by not fully seeing all of their diverse needs. While I might not have the time to do a full deep dive on the learner's unique needs, my timeframe would still allow for each group to be learned about and the course to take them into account. With the reliance on preexisting materials, it will be less specialized for my group of learners and can then be less impactful and useful for the students.
References:
UMGC. (2024a). Overview of rapid instructional design approach
UMGC. (2024b). Stages of rapid instructional design