Rapid Instructional Design

Rapid Instructional Design Model Overview

Rapid instructional design is a preferred method of learning and development due to its flexibility and effectiveness in addressing immediate learning needs.

Rapid design emphasizes efficiency, agility, and responsiveness. it is not actually a true "model" of instructional design, abut rather an "approach" to instructional design. Articulate Rise 360 is an example of the course authoring software that is often used for this approach.

Rapid instructional design has the ability to deliver learning materials quickly to address specific learning needs or performance gaps. Instructional designers work closely with subject matter experts and other stakeholders to quickly build out content into eLearning materials. This approach leverages a variety of authoring tools and platforms for rapid content creation and deployment. It is best suited for situations where immediate learning solutions are needed (compliance training updates, software application training, or quick knowledge transfer). When in-depth analysis, extensive interactivity, or complex simulations are required, a more traditional design approach may be warranted.

This approach does not compromise the quality of learning because it is still based in intensive instructional design ideas. However, the designer must ensure rapid eLearning courses are instructionally sound. For example: 

• Content is carefully analyzed with the help of  SMEs to set clear performance-based learning objectives.

• Strategies are decided based on the content and audience.

• A prototype is often provided for stakeholders to get a feel of the course and provide feedback.

• Adult learning principles guide the content, design, and assessment creation.

Sometimes, people may equate creativity and engagement with complex interactivities. But engagement depends on sound learning strategies. For example:

• An instructional designer might use scenarios, case-studies, and comic strips to engage learners through storytelling.

• An instructional designer might use icebreakers at the beginning of the course to grab learners’ attention.

• An instructional designer can personalize courses by asking learners to enter in personal information (name, occupation, etc.) & choose from different avatars/roles based on their jobs.

• An instructional designer might use gamified formative assessments to increase learner motivation.

Rapid design is not a set of steps like ADDIE. Instead, it uses key stages. These stages are meant to prioritize efficiency, learner engagement, and responsiveness. The typical stages of rapid instructional design include:

• • Analysis and Needs Assessment:  Use data and stakeholders to identify the most critical knowledge and skills learners need.

  • Design and Planning: Designers create a high-level design of the overall structure, content organization, and instructional approach. It prioritizes learner engagement and meaningful interactions while aligning to learning objectives. 

  • Content Development: Instructional designers create engaging and relevant resources, which can include modules, videos, simulations, or microlearning opportunities. Sometimes it is beneficial to use existing content and repurpose it to save time. 

  • Prototype and Testing: There is typically a rapid prototyping and testing stage. Designers create a prototype or a small-scale version to gather feedback from stakeholders which allows for quick adjustments and improvements.

  • Deployment and Iteration: Rapid instructional embraces an iterative approach. Designers collect feedback, monitor progress, and make ongoing edits to the content to remain responsive to learner needs.

  • Evaluation and Maintenance: Continuous evaluation is important to rapid design. Designers assess the effectiveness of  learning materials. 

Implications for Corporate Training

Rapid instructional design is especially useful because corporate training needs often quickly arise due to changing industry trends, new or need for renewed compliance requirements, or employee skill/knowledge gaps for new softwares and technologies (including AI). Rapid design is also  a good models for employee onboarding, new product training, and soft skills development. It has versatile applications and can be used for any content.

Opinions on Strengths of Rapid Design

• Speed and Efficiency: I have used this model to create learning opportunities and it is somewhat more streamlined than ADDIE while still allowing for an iterative process. It's great when we have to take an existing course and adapt it or take an in-person workshop and create an asynchronous learning opportunity. 

• Responsiveness to Change: I currently work in an environments where content must be continually updated. We are able to keep our material relevant and cost-effective for the organization by utilizing Rapid Design.

• Stakeholder Collaboration: In my organization, we frequently engage in seeking collaboration and feedback from  subject matter experts, writing editors, other learning specialists and the educators we support (our learners). Using timely feedback enhances the quality and relevance of the learning experience.

• Adaptability to Various Platforms: Online learning experiences developed through rapid design are often designed to be responsive, meaning they can adapt seamlessly to different devices and screen sizes. This is an important component for my company because learners are often on a variety of devices. 

• Alignment with Modern Learners: Rapid instructional design aligns with today's learners, who are accustomed to accessing information quickly and on-demand who often prefer flexibility, self-paced learning, and immediate access to relevant content.

Opinions on Limitations of Rapid Design

• Limited Interactivity: My company heavily relied upon on pre-existing templates and standardized formats. While it made the process more efficient, it definitely resulted in limited interactivity and engagement options. We didn't have the time to develop highly interactive and immersive learning experiences such as simulations or games which has potentially lead to a less engaging and effective online course.

• Reduced Depth and Breadth: We had to make hard choices about the depth and breadth of content coverage. We tried not to oversimplify or omit content but it was sometimes necessary to meet tight timelines. It may have impacted the quality and comprehensiveness of our learning experiences.

• Shallow Assessment: Good, authentic assessments take time to develop. One must consider plausible distractor answers in a multiple choice situation, for example, that if selected would provide data about the learner's misconceptions. Sometimes Rapid design does not allow adequate time to develop good assessments and so sometimes, in the case of my company, assessment practices are left out. 

• Quality Assurance Challenges: This is one area where my company tends to not experience challenges because we have writing editor and math auditor reviews built into our workflow followed up by author revision phases. However, not all companies have a solid QA process and the tight timelines can make it difficult to catch QA issues.