Rapid Instructional Design
This book does exactly what a well-designed course should do, providing relevant guidance for anyone who wants to know how to apply good instructional design. Eminently practical and fully up-to-date, Rapid Instructional Design is the one-stop guide to more effective instruction.
Rapid Instructional Design
The purpose of this book is to consider how to make both the learning and doing of instructional design faster. Proper instructional design is an absolutely critical, but very time-consuming, aspect of any training process, so finding techniques to do it right-but rapidly-is important, and the benefits of employing these techniques are pretty obvious.
This book covers all the basics of instructional design, from analysis to evaluation, and perhaps just a little more, but does so without the theory, with plenty of practical checklists, and with many hints on how to design better and more quickly in this age of technology-based training.
Some might say that in dealing with basic instructional design this book is treading on much furrowed ground. Although this might be the case, we will be using a somewhat different type of plow; and perhaps it is time to revisit that ground, particularly from a new perspective.
At a recent international training conference exposition, I took a tour of the various publishers' booths and asked for books on instructional design. There weren't many to choose from, and most of the ones I did find were based on this or that new theory of learning. It seems that the most utilized and recommended basic instructional design book is still Dick and Carey's (1990) The Systematic Design of Instruction , which, even in its third edition, is ten years old.
By no means am I suggesting that this book should or will replace Dick and Carey; the focus, audience, and tone are all very different. However, the intent is pretty much the same: to discuss the most effective methods for designing instruction, albeit in this case, how to design more rapidly.
Instructional design is a difficult topic to write about at best. It seems that no matter what you say or how you say it you'll miss the mark for someone. You'll be too theoretical for some, yet not theoretical enough for others; too simplistic in your explanations or not basic enough; too focused on the needs of the new designer, or the needs of experienced practitioners; and what about the "sometimes designer"; and so on.
Add to this quandary the concept of rapid instructional design with questions such as: What can you skip in the design process? What had you better not skip unless you truly know what you're doing? Can it be rapid and still be right?, and you're simply asking for more trouble. So what can I say except, "We're asking."
The concept of rapid instructional design means different things to different people, and therefore there are a number of intended audiences for this book.
The first and perhaps foremost are those I term occasional designers. These are individuals who, because of their subject-matter expertise, are called on to train others from time to time, and not just to "do" the training, but to create it. For you, this book will present a basic instructional design methodology that will help you to create effective training. By "effective" we mean training that meets the needs of your trainees and of those who assigned you this task. The process will be rapid because we've left out the theory and provided numerous checklists to help you through the process.
The second audience is those individuals who, without really planning it or in most cases being prepared for it, have become training professionals. I've met many of you in my wanderings. Sometimes you're assigned to a training position for a year or two as part of your career development or because the company needs you there. Others have been excellent occasional trainers who for one reason or another find themselves permanently assigned to a training function, or who become personally responsible for all the training for their work groups.
What you all have in common is that you want to do a good job, but you need the