Rapid Instructional Design (RID)

Dave Meier’s (2000) Rapid Instructional Design (RID) model incorporates accelerated learning techniques that strives to design the learning environment with more practice, feedback, and experience rather than presentations. It is based on four phases, Preparation, Presentation, Practice, and Performance:

Preparation – Arouse the interest of the learners:

  • discuss the learning goals and benefit
  • raise the learners’ curiosity
  • remove any barriers that might hamper learning

Presentation – Introduce the learners’ initial encounter with the new knowledge and skills:

  • show examples of real-world phenomenon
  • give interactive presentations
  • appeal to all learning styles
  • use discovery activities
  • use problem-solving exercises

Practice Ensure the learners integrate their new knowledge and skills:

  • present hands-on trial activities, provide feedback, promote reflection, and then retrial for perfect practice
  • use learning games
  • promote individual reflection and articulation
  • use plenty of skill building practice exercises

Performance Have the performers apply their new knowledge and skills to real work situations:

  • apply their knowledge and skills on the job
  • build support systems for reinforcing learning on the job
  • reward the successful use of newly learned skills
  • provide time to integrate and apply the new skills

Criticisms

While the RID model may greatly enhance many learning programs, its author Dave Meier (2000), writes that it is a replacement for ISD. However, since the RID model lacks suitable replacements for analyzing, developing, and evaluating the learning processes it creates, it should be used as a model that plugs into ISD, rather than a replacement for it (van Merriënboer, 1997).

Next Steps

The major instructional design theories and/are models include:

Some other models for creating learning processes are:

References

Meier, D. (2000). The Accelerated Learning Handbook. New York: McGraw-Hill.

van Merriënboer, J.J.G. (1997). Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training. Englewood Cliffs, New Jersey: Educational Technology Publications.