Synopses & Reviews
This award-winning text prepares the next generation of instructional design professionals by presenting open-ended cases that strengthen and encourage instructional designers to become adept at problem solving for a variety of real-world clients, preparing them to be successful at all aspects of ID—from conceptualization and analysis, to the execution of creative solutions on the job.
With its problem-oriented approach to instructional design, the Fourth Edition of The ID CaseBook provides 30 realistic case studies in a wide range of authentic contexts, from K-12 to post-secondary, corporate, and manufacturing. The cases and their accompanying discussion questions encourage students to analyze the available information, develop recommendations and action plans, and consider alternative possibilities in resolving ID problems. This new edition features longer and more complex cases including many from international and diverse contexts, the addition of 10 new cases; new technology-centered cases; a revised organization, and an expanded section in Part I on the benefits of case-based learning.
Also from Peggy A. Ertmer and James Quinn:
0131717057 – The I.D. CaseBook: Case Studies in Instructional Design, 3/e - ©2007
Synopsis
Also from Peggy A. Ertmer and James Quinn:
0131717057 – The I.D. CaseBook: Case Studies in Instructional Design, 3/e - ©2007
Synopsis
The esteemed author team of Peggy A. Ertmer, James A. Quinn, and Krista D. Glazewski presents the Fourth Edition of The ID CaseBook: Case Studies in Instructional Design—an award-winning text for instructional design—preparing the next generation of instructional design professionals with open-ended cases that strengthen and encourage successful problem solving, and conceptual, procedural, and analytical skills to be used with a variety of real-world clients and the execution of creative solutions on the job.
The Fourth Edition of this highly regarded problem-solving text presents 30 realistic case studies in a wide range of authentic contexts, from K-12 to post-secondary, corporate, and manufacturing. The cases and their accompanying discussion questions encourage ID students to analyze the available information, develop conclusions, and consider alternative possibilities in resolving ID problems.
About the Author
Peggy A. Ertmer is Professor of Learning Design and Technology at Purdue University. She continues to love teaching with case studies and is finding more and more connections between case-based learning and the development of ID expertise. Peg actively mentors both students and peers, including pre- and in-service teachers, in the use of case-based and problem-based learning (PBL) pedagogy, online teaching and learning, and self-regulated learning skills.
James A. Quinn is Associate Professor of Education at Oakland University where he teaches courses in instructional design. He continues to enjoy teaching with cases and grappling with the considerable challenges of doing so. Jim is very happy that the ID Casebook has reached its 15-year milestone and hopes that it continues to be a resource for ID students and instructors for many more years.
Krista D. Glazewski is Associate Professor of Instructional Systems Technology at Indiana University. Her research interests include supporting complex problem solving in problem-based learning. She works predominantly with K-12 teachers, supporting them as they transition their instructional approaches and their students to more open-ended environments.
Table of Contents
Foreword
Preface
Case Study Matrix
Part I
The Case-Learning Process: Strategies and Reflections
by Peggy A. Ertmer, James A. Quinn, and Krista D. Glazewski
Case-based Reasoning
The Case-Learning Experience
Developing a Reflective Mindset
Strategies for Analyzing a Case
Becoming an ID Professional: Reflecting on Your Case
Experiences
References
Part II
Case Studies
Section 1: K—12 Audience/Context
1 Scott Allen: Designing Learning Objects for Primary Learners by Sue Bennett, Lori Lockyer, and Barry Harper
Appendix 1—A: Project Brief
Appendix 1—B: Learning Object Design Brief
2 Michael Bishop: Implementing Gaming Technologies in Traditional K—12 Contexts by Susan Pedersen
3 Denny Clifford: Designing Learning Experiences for Middle School Science Teachers by Peggy A. Ertmer and Katherine S. Cennamo
4 Paul Lindley: Designing a Video Game for History Education by William R. Watson
5 Sandra Sanchez and Vincent Peters: Helping a School Prepare for a New Mandate by Theresa A. Cullen and Sheila Rulison
6 Tina Sears: Evaluating the Impact of a K—12 Laptop Program by Michael M. Grant, Deborah L. Lowther, and Steven M. Ross
7 Maya Thomas: Implementing New Instructional Approaches in a K—12 Setting by Chandra Orrill and Janette R. Hill
Case Studies
Section 2: Post-secondary Audience/Context
8 Jackie Adams: Evaluating a Federally Funded Faculty Training Program by Melissa J. Dark
Appendix 8—A: Workshop
Appendix 8—B: Implementation Survey
Appendix 8—C: Pretest/Posttest
Appendix 8—D: Reaction Survey
9 Jennie Davenport and Pedro Lopez: Converting a Powerful Workshop to an Online Format by Simon Hooper and Aaron Doering
10 John Falkin: Designing an Online Graduate Seminar by Thomas Michael Power
11 Malcolm Gibson: Designing Authentic Online Experiences for Adult Learners by Joanna C. Dunlap
Appendix 11—A: Preparing Tomorrow’s Technology Professionals’ Request for Proposals (RFP)
Appendix 11—B: Module for Programming with PHP and JavaScript Course
12 Helen Ginn: Evaluating a New Driver Training Program for Teenagers by Molly M. Lane
13 Lindsey Jenkins: Piloting Case-based Learning in a Blended Learning Nursing Curriculum by Xun Ge and Kun Huang
14 Mark Jones and Sue Gulick: Meeting Challenges in the Design and Delivery of a University-wide First-year Experience Course by M. J. Bishop and Allison Gulati
15 Pat Kelsoe and Jean Fallon: Implementing Innovation within an Established Curriculum by Carol S. Kamin and Brent G. Wilson
16 Beth Owens: Addressing Multiple Perspectives and Constraints in ID Practice by Michael L. Wray and Brent G. Wilson
17 Camille Suarez: Redesigning Curriculum for Hybrid Training in a Public Health Setting by Julie Jabaley and Laurie Brantley-Dias
18 Frank Tawl and Semra Senbetto: Designing Curriculum for Southeast Asian Trainers by Peggy A. Ertmer and Walter Dick
Case Studies
Section 3: Corporate Audience/Context
19 Abby Carlin: Documenting Processes in a Manufacturing Setting by Monica W. Tracey
20 Iris Daniels: Cross-Cultural Challenges in Designing Instruction by Timothy W. Spannaus and Toni Stokes Jones
21 Lynn Dixon: Designing an Interactive Kiosk to Celebrate World Wetlands Day by Christie Nelson
22 Craig Gregersen: Balancing a Range of Stakeholder Interests When Designing Instruction by Stephen Dundis
23 Scott Hunter: Developing Online Assessment in an International Setting by David L. Solomon
24 Margaret Janson: Developing Learning Objects for Adult Learners by Rod Sims and Naomi Waldron
25 David Jimenez: Performance Improvement of Engineers by Martha Mann, Valerie A. Larsen, and Mable B. Kinzie
26 Davey Jones: Designing an Electronic Performance Support System by Gary Elsbernd and Donald A. Stepich
27 Diane King: Rapid Design Approach to Designing Instruction by Ronni Hendel-Giller and Donald A. Stepich
28 Natalie Morales: Managing Training in a Manufacturing Setting by Krista D. Glazewski and Shanna M. Hicks
29 Andrew Stewart: Managing Consulting Activities in an Evaluation Context by Steven M. Ross and Gary R. Morrison
30 Jack Waterkamp: Managing Scope Change in an Instructional Design Project by Shahron Williams van Rooij
Appendix 30—A: Revised Project Charter Appendix 30—B: CRM Software Development GANTT Chart