ERIC Number: ED436129
Record Type: Non-Journal
Publication Date: 1999-Feb
Reference Count: N/A
Compelling Case Experiences: Challenges for Emerging Instructional Designers.
Julian, Marti F.; Larsen, Valerie A.; Kinzie, Mable B.
Instructional design (ID) case studies that pose authentic ill-defined design problems in realistic environments can help instructional design students bridge the gap between novice and expert practice. Over the past 3 years, the authors have explored aspects of this educational approach through the development of World Wide Web-based instructional design at the Curry School of Education, University of Virginia. This paper begins with a look at case study methods and how they are used to help students gain experience in ID practice. The design and development of the Web-based ID Case Competition, the 1998 IT (Instructional Technology) Case Event, is described, followed with a report on the competition involving seven universities. Officials and students felt that the case experience was valuable for developing ID expertise and preparing students for professional practice. These advantages and the opportunity for team collaboration were noted as motivators for participation. Most of the students were enthusiastic about the inclusion of emergent ID issues in the case and felt the experience expanded their knowledge of ID practice and application. The paper closes with a discussion of implications for the preparation of instructional designers and recommendations for future development activities. Survey and interview questions answered by participants are included. (Author/MES)
Descriptors: Case Method (Teaching Technique), Case Studies, Competition, Computer Uses in Education, Cooperative Learning, Designers, Educational Technology, Experiential Learning, Higher Education, Instructional Design, Instructional Effectiveness, Intercollegiate Cooperation, Problem Solving, Professional Education, Questionnaires, Student Attitudes, Student Experience, Student Motivation, Student Surveys, Teamwork, World Wide Web
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A