1. Instructional Design Models:
A comparison of the Diamond and Rapid Prototyping Models
Brian Martinez, Joshua Malone, Marie Lara,
Jose Davila, and Kate Binns
EDTC
Cheng-Chang Pan, Ph.D., PMP

2. A systems oriented Instructional Design Model based on the design generated from Designing and Assessing Courses and Curricula: A Practical Guide by Robert M. Diamond
Determine
Select
Evaluate
Produce
Implement
Diamond Model

3. The Instructional Design Model
Phase I
Design
Basic Planning Inputs
(Project-Specific)
Field of Knowledge
Student knowledge, attitudes, & priorities
Societal needs
Research
Educational priorities
Project-Specific Factors
Curriculum Projects
Accreditation requirements
Credit restrictions
Fiscal and staff constraints
Effectiveness of existing programs
Course Projects
Time available (faculty)
Resources
Student factors
Related research
Grading and scheduling options
“The Ideal”
Operational Sequence
Project Selection
Establishing needs
Insuring success
Phase II
Production, Implementation, and Evaluation of Each Unit
Determine
Objectives
Select
Instructional formats
Evaluate and select existing materials
Produce and field test new and available materials
Coordinate logistics for implementation
Implement, evaluate, and revise
Design evaluation instruments and procedures
The Instructional Design Model

4. The Instructional Design Model
Basic Planning Inputs
(Project-Specific)
Domain of knowledge
Student knowledge, attitudes, and priorities
Societal needs
Research
Educational priorities
Project-Specific Factors
Goals
Time
Resources
Human
Materials
Facilities
Recall
Students
Number
Location
The “Ideal” Selection
Operational Sequence
Project Generation
And Selection
Phase I
Phase II
Production, Implementation, and Evaluation of Each Unit
Determine
Objectives
Select
Instructional formats
Evaluate and select existing materials
Produce and field test new and available materials
Coordinate logistics for implementation
Implement, evaluate, and revise
Design evaluation instruments and procedures
The Instructional Design Model

5. Considered by Gustafson & Branch to be a Systems Oriented Model
Considered by Gustafson & Branch to be a Systems Oriented Model. “Systems oriented models typically assume that a large amount of instruction, such as an entire course or entire curriculum, will be developed and that substantial resources will be available to a team of highly trained developers….original development is specified….technological sophistication of the delivery system vary.”
Systemic approaches allows the instructional designer to preview and plan every aspect of lesson plans to make for successful learning.
Diamond Model

6. Two Phases of Design Phase One: Project Selection & Design:
The feasibility and desirability of the project launch are examined.
Establish needs, insuring success
The “ideal” selection of the project is made based on:
Basic-Planning inputs that are project-specific; these are:
Domain of knowledge
Student knowledge, attitudes and priorities
Social needs
Research
Educational priorities
Two Phases of Design

7. Phase Two: Project Production, Implementation & Evaluation
Development of each unit includes a seven-step process:
Determining objectives:
Design of evaluation instruments and procedures
Selection of instructional format and examining existing materials
Producing new materials or modification of materials
Coordinating logistics for implementation
Full scale implementation
Evaluation & revision
Two Phases of Design

8. Instructional Design Elements
Revise Instruction
ADDIE
Analyze
Design
Develop
Implement
Evaluate
The Diamond Model is a learning system that is more comprehensive than most, which works towards an “ideal” design utilizing flow diagrams to show content and structure and uses quality information. It was specifically designed for courses and curricula in higher education.
Instructional Design Elements

9. Instructional Design Elements
5 Key Characteristics of the Diamond Model
Forces users to think in “ideal” terms
Encourages the use of diagrams
Relies heavily on the use of data
Encourages a team approach
Is politically sensitive
Instructional Design Elements

10. Instructional Design Elements
Advantages of the Diamond Model
“The design can be utilized for course and/or curriculum design.
The design forces the developer to think “outside of the box”.
The model identifies key factors that should be thought of in sequential order.
It serves as a procedural (type) guide.
The model allows you to understand you are in a process, and for others to know their individual roles
Improves efficiency by reducing duplication of effort and ensuring that critical questions are asked as well as alternative solutions explored.
It is data driven.”
Instructional Design Elements

11. Instructional Design Elements
Perceived Disadvantages of the Diamond Model
Very linear
Constraining, limits creativity
Time-consuming to implement
Specific to higher education
Classroom oriented
Directed at total curricula in addition to individual classes
Requires significant input from university personnel (as well as other academic departments)
Instructional Design Elements

12. An iterative design process that develops an end product and research simultaneously and refines as needed by user feedback and evaluation.
Assess
Define
Construct
Evaluate
Redesign
Rapid Prototyping

13. Rapid Prototyping Assess Needs & Analyze Content Set objectives
Construct Prototype (Design)
Utilize Prototype (Research)
Install & Maintain System
Time
Rapid Prototyping

14. Instructional Design Elements
Advantages of Rapid Prototyping
Decreases overall project time
Errors in design can be detected at earlier stage
Clients are involved at an early stage and can request changes
Entire team is involved from the start of the project
Project is more flexible and easy to change
Instructional Design Elements

15. Instructional Design Elements
Perceived Disadvantages of Rapid Prototyping
Problems in the overall design may be increased by speed of development
Does not eliminate needs assessment
Design can become overwhelming
Decreased efficiency
Design process not applicable to all situations
Instructional Design Elements

16. Comparison Comparing the Diamond Model and Rapid Prototyping

17. Comparison Diamond Model Rapid Prototyping
Designed for higher education
Incorporates a larger scope
Designed to re-work curriculum
Politically sensitive
Uses less time and expense
Constantly edited and improved
Low operation cost
Involves the end user throughout process
Comparison

18. Comparison Diamond Model Rapid Prototyping
Emphasis on team dilutes learner-centered focus
Opportunities for administrative abuse
Inherit problems when attempting to be politically sensitive
Ineffective without resources
Speed of design can create gaps
Frequent redesign can lead to burn-out
Overdesign possible
Comparison

19. Application Applying the Diamond Model and Rapid Prototyping

20. Application-Diamond Model
Higher education
Does not require immediate outcomes
Ideal for institution with significant resources
Based on research
Demanding and exact process
Application-Diamond Model

21. Application-Rapid Prototyping
Best used when…
Project is complex
There is little clear direction
Previously applied methods were unsuccessful
New situation
Application-Rapid Prototyping

22. Conclusion Diamond Model Extensive Thorough Rapid Prototyping Quick
Flexible
Conclusion

23. Branch, R. M. (2009). Instructional design:the addie approach
Branch, R. M. (2009). Instructional design:the addie approach. New York: Springer.
Branch, R. M., & Gustafson, K. L. U.S. Department of Education, Office of Educational
Research and Improvement. (1997). Survey of instructional development models (IR-103). Syracuse, New York: ERIC Clearinghouse on Information & Technology.
Culatta, R. (n.d.). Retrieved from
Diamond, R. M. (2008). Designing and assessing courses and curricula: a practical guide. (3rd ed.). New York: Jossey-Bass.
Leifer, J & Jacob, J. (2004). Distance Collaboration in a Design Project for Students Enrolled in Introduction to Engineering. American Society for Engineering Education. Retrieved at: url=file%3A%2F%2Flocalhost%2FE%3A%2Fsearch%2Fconference%2F28%2FAC% Paper1122.pdf&index=conference_papers&space= &type=application%2Fpdf&charset=
Reilly, D., Rouzati, H., Wu, A., Brudvik, J., Hwang, J. Y., and Edwards, K. (2010) TwinSpace: an Infrastructure for Cross-Reality Team Spaces. ACM Symposium on User Interface Software and Technology (UIST '10), New York, N.Y., USA, October 2010.
Royteck, M. A. (2010). Enhancing instructional design efficiency: Methodologies employed by instructional designers. British Journal of Educational Technology., 41(2),
Tripp, Steven D. & Bichelmeyer, Barbara.(1990) Rapid Prototyping: An Alternative
Instructional Design Strategy.
Works Cited