Rapid Development Studio
An Intensive, Iterative Approach to Designing Online Learning
Bibliographic Data
| ID | 4181899 |
|---|---|
| Authors | Bing Mei (0000-0001-9185-7509, University of Auckland), Linda May (0000-0002-6676-1721, University of Auckland, corresponding author), Lawrence May, Rena Heap (University of Auckland), Damon Ellis (University of Auckland), Sue Tickner (University of Auckland), Jacqui Thornley (University of Auckland), Jamie Denton (0000-0002-1018-8444, University of Auckland), Richard Durham (0000-0002-4877-5863, University of Auckland) |
| Year | 2021 |
| Volume | 11 |
| Issue | 3 |
| Publication date | 2021-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/21582440211047574 |
| OpenAlex | W3202679334 |
| Language | EN |
| Citations received | 2 |
| References cited | 51 |
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
Agile software development · Design studio · Instructional design · Iterative and incremental development · Iterative design · Knowledge management · Multimedia · Software engineering · Studio · Computer Science · E-Learning and Knowledge Management · Engineering · Online and Blended Learning · Technology-Enhanced Education Studies
E-Learning in the 21st Century
Development and use of the ARCS model of instructional design
Self-regulated learning strategies & academic achievement in online higher education learning environments
Design-based research and technology-enhanced learning environments
The preferred location of coworking spaces in Italy
Coworking spaces and creative communities
Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the Covid-19 pandemic
The use of a visual learning design representation to support the design process of teaching in higher education
Informing learning design through analytics
Software Engineering Design Principles Applied to Instructional Design
Visualizing Course Structure
What kind of creature is a design experiment
Design-Based Research
Using thematic analysis in psychology
Scale and scope economies of distance education in Australian universities
Thematic Analysis
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |