A Framework for Agile Instructional Development Sharon E. Bratt, PhD. Grant Macewan University.

A Framework for Agile Instructional Development

 Sharon E. Bratt, PhD.

Grant Macewan University

Agenda

• Introduction• Purpose of the study• Background to Agile Instructional

Development• Interest in AIDev• Current status• Research opportunities• Q & A

Introduction

• Instructor – Instructional technology and human-computer

interaction– Research interests include design and evaluation

methodologies– Evaluation of e-learning methods and tools

What are your interests in Agile Instructional Development?

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.

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?

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

Purpose of the study

• Opportunity to development foundational research– Framework– Methodology– Prescriptive practices (methods and tools)

• Start with framework to identify scope

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

INSTRUCTIONAL SOLUTION

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).

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

Current status

• Framework needs validation– Case studies – Action research– Survey (Delphi method)

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

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

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

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?

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

Research opportunities

• Identify most suitable learning mode– Traditional– Online– Hybrid– Other?

Questions?

[email protected]