Editing Instructional design (section)

=== Rapid prototyping ===
{{Vague|reason=Who?|date=April 2025|text=Proponents}} suggest that through an iterative process the verification of the design documents saves time and money by catching problems while they are still easy to fix. This approach is not novel to the design of instruction, but appears in many design-related domains including software design, architecture, transportation planning, product development, message design, user experience design, etc.<ref name="Piskurich, G.M. 2006" /><ref name="Saettler 1990">{{cite book |author=Saettler, P. |year=1990 |title=The evolution of American educational technology}}</ref><ref name="Stolovitch Keeps 1999">{{cite book |author=Stolovitch, H.D., & Keeps, E. |title= Handbook of human performance technology |year=1999}}</ref> In fact, some proponents of design prototyping assert that a sophisticated understanding of a problem is incomplete without creating and evaluating some type of prototype, regardless of the analysis rigor that may have been applied up front.<ref>Kelley, T., & Littman, J. (2005). The ten faces of innovation: IDEO's strategies for beating the devil's advocate & driving creativity throughout your organization. New York: Doubleday.</ref> In other words, up-front analysis is rarely sufficient to allow one to confidently select an instructional model. For this reason many traditional methods of instructional design are beginning to be seen as incomplete, naive, and even counter-productive.<ref>Hokanson, B., & Miller, C. (2009). Role-based design: A contemporary framework for innovation and creativity in instructional design. Educational Technology, 49(2), 21–28.</ref>