| – It encourages and requires active student participation the design process.|
– Clients don’t know their requirements until they see them implemented.
– It allows the stakeholders, subject matter experts, and end users to provide early feedback.
– The rapid prototype creates an early iteration loop that provides valuable feedback on technical issues, creative treatment, and effectiveness of instruction.
– The design document itself is changed to reflect this feedback, and in some cases, a new prototype module is developed for subsequent testing of the refinements.
– Prototyping can increase creativity through quicker user feedback
– Prototyping accelerates the development cycle.
|– Prototyping can lead to a design-by-repair philosophy, which is only an excuse for lack of discipline.|
– Prototyping does not eliminate the need for front-end analysis.
– It cannot help if the situation is not amenable to instructional design.
– There may be many instructional design problems which are not addressed by prototyping.
– Prototyping may lead to premature commitment to a design if it is not remembered that a design is only a hypothesis.