Prototyping To Reach Product Quality: University of Twente [PDF]

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Chapter 10



Prototyping to Reach Product Quality



Nienke Nieveen University of Twente Keywords:



Prototyping, Quality criteria, Formative evaluation



Abstract This chapter provides a framework for product quality consisting of the following three criteria: validity, practicality and effectiveness, and provides insight into the applicability of the framework in various domains of educational product development. In order to reach product quality, the prototyping approach is seen and understood as a suitable approach. This chapter discusses three significant characteristics of a prototyping approach: extensive use of prototypes, high degree of iteration and the role of formative evaluation, and the paramount importance of user involvement. The chapter illustrates the way the prototyping approach has been instrumental in developing a computer support system for instructional developers. During the prototyping process, the framework assisted in deciding the focus of each prototype and enhanced the transparency of the entire process.



1.



INTRODUCTION



Few people would argue the importance of developing high quality products for the educational setting. Nevertheless, quality criteria remain often implicit, which complicates not only the discussions about the quality of a product, but also the way high quality products could be developed. By providing a framework for product quality and elaborating on an approach to develop such products, this chapter intends to provide a better basis for such discussions. The chapter starts with a framework for product quality criteria (section 2). The framework is developed from the perspective of developing learning materials (as a sub set of the wide variety of educational products). The section also provides insight into the applicability of the framework in another educational product development domain: the domain of developing computer support systems for instructional developers. In order to reach product quality, the prototyping approach is seen and understood as a suitable approach. Section 3 discusses this approach in general, whereas section 4



125 J. Akker et al. (eds.), Design Approaches and Tools in Education and Training © Kluwer Academic Publishers 1999



126



Nieveen



illustrates the way the prototyping approach has been instrumental in developing a computer support system for instructional developers. The chapter closes with some concluding remarks on the connections between product quality criteria and the prototyping approach (section 5).



2.



PRODUCT QUALITY CRITERIA



In general, the wide array of educational products plays many important roles in education. For instance, exemplary learning materials (as a sub set of all possible educational products) can be of great importance especially during initial stages of implementing a new curriculum (cf. van den Akker, 1988; Ball & Cohen, 1996), as such materials can: • provide theoretical background information on the meaning of the change; • demonstrate the practical meaning of the change at stake; • give potential users the opportunity to experiment with the materials to get insight into the consequences of the change for their daily practice; and • stimulate discussions about the educational changes among teachers who are using the materials. To fulfill these functions, learning materials must be of good quality. Although few people would argue the importance of good quality products, people tend to be somewhat vague about what they really mean with the term. Sometimes they point at the requirement that the product should work well; while at other times they mean that product use should lead to better results. In order to make the concept "quality" more transparent, it was related to a typology of curriculum representations, resulting in a framework with three quality criteria: validity, practicality, and effectiveness. Section 2.1 discusses this framework and section 2.2 provides insight in its applicability to other educational products besides learning materials.



2.1



Product quality framework



The typology of curriculum representations starts from the notion that each product may be manifested in more and less concrete forms. In the field of curriculum development usually six curriculum representations are distinguished (Goodlad, Klein & Tye, 1979; adapted by van den Akker, 1988, 1990). Table 1 provides an overview of these representations. Curriculum representations Ideal



Formal Perceived Operational Experiential Attained



Reflects the original assumptions, visions and intentions that are laid down in a curriculum document. Reflects the concrete curriculum documents such as student materials and teacher guides. In some studies the term 'Intended curriculum' is used, which refers to a combination of the ideal and formal curriculum. Represents the curriculum as interpreted by its users (especially teachers). Reflects the actual instructional process as it was realized (also often referred to as curriculum-in-action or the enacted curriculum). Reflects the curriculum as the students experience it. Represents the learning results of the students.



Table 1. Typology with six curriculum representations