a framework for agile instructional development sharon e. bratt, phd. grant macewan university
TRANSCRIPT
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A Framework for Agile Instructional Development
Sharon E. Bratt, PhD.
Grant Macewan University
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Agenda
• Introduction• Purpose of the study• Background to Agile Instructional
Development• Interest in AIDev• Current status• Research opportunities• Q & A
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Introduction
• Instructor – Instructional technology and human-computer
interaction– Research interests include design and evaluation
methodologies– Evaluation of e-learning methods and tools
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What are your interests in Agile Instructional Development?
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Agile Instructional Development. Is a development process that promotes iterative development throughout the life-cycle of the project, close collaboration between the development team and client and learner, constant communication, and tightly-knit teams.
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Purpose of the study
• Typical instructional design practice is “agile”.• Course is developed in “modules” (chapters)• Work in “sprints” i.e. complete unit of
instruction is developed. Entire course in developed incrementally
• Course continues to be reworked based on success/weaknesses of design (iterate)
• Could agile software development methods be used in the design of instruction?
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Purpose of the study
• Could agile software development methods be used in the design of instruction?
• Why not?• Literature review reveals very limited
scholarly work• No extant theory, methods, tools, evaluation
practices
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Purpose of the study
• Opportunity to development foundational research– Framework– Methodology– Prescriptive practices (methods and tools)
• Start with framework to identify scope
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BackgroundAgile Manifesto (Agile Alliance, 2001) of which
the core beliefs are:
Individuals and working software over
comprehensive documentation
Interactions over processes and tools
Customer collaboration over contract
negotiation
Responding to change over following a plan
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INSTRUCTIONAL SOLUTION
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BACKGROUNDThe proposed framework is the intersection of two existing typologies derived from (1)the selected Agile Manifesto principles and (2)(2) Roytek’s categories of instructional design process components (2010).
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Agile ID Principles Instructional
Design Process
Components
Embrace change to increase
pedagogical utility
Iterate learning designs
frequently
Pedagogical Excellence
Learner and Client
collaboration Communication
Continuous review
Design model (approach)
Incorporate
rapid prototyping methodology
Ensure instructional designers have formal training in pedagogy
Use of appropriate instructional design theory
Let pedagogy not technology lead the solution
Involve instructors and learners in the requirements activities
Instructional design team member roles
Rotate instructional designers through same-customer projects
Rotate instructional designers through same-industry projects
Employ subject matter experts with instructional design experience
Place client on design team
Ensure client representative is on-site full-time
Instructional design processes
Adapt to suit evolving requirements
Use non-linear ID model
Conduct research concurrently with
Have instructional designers also serve as developers
Have instructional
Use rapid prototyping methodologies with new clients to provide appearance prototypes
Hold regular team meetings to cross-share efficiencies
Request client/learner feedback from each iteration
Conduct post release
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Current status
• Framework needs validation– Case studies – Action research– Survey (Delphi method)
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Preliminary Feedback
Learner and Client collaboration• Involve instructors and
learners in the requirements activities– Place client on design
team– Ensure client
representative is on-site full-time
• How do we do this with learners?
• Request client/learner feedback from each iteration
• Conduct post release review
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Agile ID Principles Instructional
Design Process
Components
Embrace change to increase
pedagogical utility
Iterate learning designs
frequently
Pedagogical Excellence
Learner and Client
collaboration Communication
Continuous review
Design model (approach)
Incorporate
rapid prototyping methodology
Ensure instructional designers have formal training in pedagogy
Use of appropriate instructional design theory
Let pedagogy not technology lead the solution
Involve instructors and learners in the requirements activities
Instructional design team member roles
Rotate instructional designers through same-customer projects
Rotate instructional designers through same-industry projects
Employ subject matter experts with instructional design experience
Place client on design team
Ensure client representative is on-site full-time
Instructional design processes
Adapt to suit evolving requirements
Use non-linear ID model
Conduct research concurrently with
Have instructional designers also serve as developers
Have instructional
Use rapid prototyping methodologies with new clients to provide appearance prototypes
Hold regular team meetings to cross-share efficiencies
Request client/learner feedback from each iteration
Conduct post release
![Page 16: A Framework for Agile Instructional Development Sharon E. Bratt, PhD. Grant Macewan University](https://reader035.vdocuments.net/reader035/viewer/2022081512/5518b0c6550346a61f8b4eae/html5/thumbnails/16.jpg)
Next Step
• Case study using new HCI course– Case study using action research– Focus on limited number of framework
components– How to involve learners– Develop strategies for involving learners and
instructors throughout the project
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Wisdom of the mob
• Who has been developing instruction using agile methods?
• Why do you use these methods?• What has worked for you that you can share
with others?• What has not worked for you?• What are some of the pain points?
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Research opportunities
• Address some of the prior points• Help to validate the framework through:
– Case studies– Action research– Surveys
• Share research results in order to identify:– Modifications to framework– Best practices– Tool recommendations
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Research opportunities
• Identify most suitable learning mode– Traditional– Online– Hybrid– Other?