One of the readings this week is a case study on an instructional design process called TAPPA (Target, Accomplishment, Past, Prototype, Artifact). Having read a lot on the theory of instructional design in LRNT 524, it was refreshing to see how one of these methods works in practice. TAPPA seems to incorporate the speed and participatory design of rapid prototyping, the analysis and assessment components of the ADDIE model (basically the beginning and the end), and the Dick and Carey Model (which allows for a non-linear approach).
Moore’s (2016) five steps to TAPPA are:
Step 1: Target – What is the end result or goal for this project?
Step 2: Accomplishment – What are you hoping to accomplish with this artifact and how will you know if you have accomplished it?
Step 3: Past – Have you done anything like this previously?
Step 4: Prototype – Can you create a mock-up or an example of the finished product?
Step 5: Artifact – What have you created?
I quite like how each step is clear and a distinct milestone. By it’s very design you can also backtrack to different steps and modify when necessary which I appreciate. Past in particular is important, as I feel more often than not we should not be reinventing the wheel and recycle what has been proven to work effectively (with some innovative tweaks). I was excited when I read that the author was seeking to use this model for a hybrid instructional design process as it would be quite relevant for my work. Alas, the example was for the creation of webinars for government officials. TAPPA seems to work best for microinstructional courses which allow for quick alterations and adaptations to a changing audience. While that could be of use for the learners in my organization, it may not be the best model for hybrid high school courses which need to follow a strict curriculum and does not allow much freedom for change as the course progresses. Still, I see the steps in TAPPA being useful in some fashion and also there is commonality between this process and many others. This makes sense as it itself is a hybrid of others. What I’ve learned is that blending of methodologies is common, taking the best components of models and creating something that works in specific contexts. It seems there is much more renewal than true innovation.
References
Moore, R. L. (2016). Developing distance education content using the TAPPA process. TechTrends, 60(5), 425–432.