Course Description
"This course explores a specific approach to learning design called
instructional design (ID) that is a long-standing and established area of
inquiry within the field of Educational Technology. You will explore the
underlying assumptions ID holds about knowledge, learning, the learner, and
the nature of instruction. You will examine, through case studies, the
multitude of considerations that must be addressed in finding design solutions
for learning and performance problems. Ultimately, you will be responsible to
apply what you have learned in the creation of a learning/performance design
using a design model relevant to the context of interest to you." ~Cheryl
Amundsen
Case Studies
All but one of these cases came from the following case book:
Ertmer, P.A., & Quinn, J. (2007). The ID case book: Case
studies in instructional design (3rd ed.). NJ: Pearson.
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Case #10, Ross Caslon (pdf)
Ross is part of a team to implement a learning management system at a
university. He is tasked with developing a training program for all
faculty.
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Case #2, Denny Clifford (pdf)
Denny has been hired to develop instructional materials to train middle
school science teachers to deliver an innovative curriculum based on
a social construcivist philosophy - but his tried-and-true process of
instructional design is failing him.
-
Case #18, Abby Carlin (pdf)
Abby has been hired to develop training for new workers at a plant
anticipating an almost 100% employee turnover in the next 90 days.
-
Online, The Chronicles of Rocket Boy (pdf)
Jason Tillman has been hired by an animation company to implement an
electronic performance support system (EPSS) but quickly comes up against
some cultural issues.
[ read this case online ]
-
Case Study #7, Tina Sears (pdf)
Tina was charged with evaluating a laptop program in her school district -
a program funded by a local businessman who's not happy with the results.
She is being given another chance to provide an evalatuion that will
convince the philanthropist to continue and expand the program.
-
Case Study #9,Jackie Adams (pdf)
Jackie has been hired as the instructional designer on a federally
funded grant project, but stumbles when asked to create an evaluation
plan.
Instructional/Performance Design
Artifacts
- Case #14, Ricardo Martinez
(pdf)
Ricardo is asked by a faculty member to help her figure out why her
students are having problems with her online course.
Guidelines
Choose a case already examined, or a new one, and carry the design as far
as the case will allow you to go.
Course Participation Portfolio
Artifacts
Guidelines
Provide evidence of:
- Your learning/growth in terms of the principles of design and applying
them.
- How you supported the learning of your colleagues in the class.
Sources of evidence to draw upon:
- Your postings in the online small group discussions (required)
- Large group discussion written reflections
- Reading guide responses/notes
- Your reflection on your progression from case brief to case brief
- Use of what you have learned in your professional life
In all cases your evidence should be YOUR words as written or posted for
the first four above.
Your postings in the online small group discussions should serve as a
primary source of evidence as this is most easily documented. This is the
only source of evidence that is required.
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