# data[].attributes.headline
Lesson Learned from the Craig Gregerson Case

# data[].attributes.subject
Lesson Learned from the Craig Gregerson Case

# data[].attributes.body
I think that the biggest lesson that I took away from this case was how I approached the analysis of it. I like the way the module was able to analyze the case and the steps that were taken to break down the problems based on the stakeholders. It was definitely more organized than how I approached it, and I would like to try and replicate that in the future. I also don't want to be locked into a certain way of thinking, however I think approaching it like that is a good place to start!

# data[].attributes.body
I think my biggest takeaway from this case was the very real need to manage conflicting aims.  Many projects I face at work are managed by a small team, each of whom are ultimately rowing in the same direction. While discrepancies emerge, it's easy to remind ourselves to find common ground. Craig's case is a great example that sometimes you really can't please everyone, and the job of a good IDer is to manage not just the training, but all the many expectations and limitations around it.

# data[].attributes.body
There were a couple of lessons learned for this case. The first is that before accepting a project, you should start with a Project Plan or Scope of Work. This was a BIG issue for Craig. He took the job without having a kick off meeting with the stakeholders to define what the project should actually look like. Timelines were given and a general sense of the project, but this turned into a scope creep nightmare once he started talking to others involved with the project.
The second lesson learned was that in order to complete any project, ALL stakeholders have to agree. Richard from legal obviously was not happy about the project being undertaken to begin with, so it left Craig in an terrible position, since everything he developed would ultimately have to be approved by Richard and his team. This brings me back to the beginning of defining the project and understanding everyone's roles, responsibilities and having agreement and sign off at the beginning, not weeks into the project.

# data[].attributes.body
I had worked with this case in our project management class, and at the time, thought, 'thank goodness I'm not Craig!' This case seemed really hopeless- but I think by combining some project management skills, and then learning to keep the eye on the goal- and really identifying what needed to get trained, it was not as impossible. This case confirmed my thoughts that communication is key- and that there are going to be disagreeing stakeholders, and that it's not the contract ID's job to remedy the unrest in the company- that should fall on the internal project leader. Collaboration was very helpful in our discussion, and I learned that there are some really creative and out-of-the box thinkers in our group.

# data[].attributes.body
The Craig Gregerson case was a great lesson for me in patience.  When I first read the case, I got overwhelmed with all the roadblocks Craig faced, and it didn't seem possible that a solution could be found.  How wrong I was.  The walkthrough helped me see that Craig had a duty to his client (Louise), and that Richard had to be consulted if the project was ever going to set sail.  He might not be able to fully satisfy Stan's requests... but then again Stan isn't his boss - Louise is.  So without further ado, here's a bulleted list of lessons learned from my first case study:

1. Collect all the facts before jumping to a solution.

2. Take your first instinct and table it.

3. Fill in all the blanks!  Use the case analysis rubric as a guide to identify all the stakeholders, their concerns, etc.

4. Remember who's the boss (it might not be Tony Danza).

5. There's always a solution, but it might not make everyone happy.

# data[].attributes.body
At first, I thought Craig's obstacles were impossible to overcome. Too many stakeholderse in the kitchen can spell disaster for an instructional designer; or so I thought. My biggest takeaway after engaging in the discussion this week and the walkthrough is that some stakeholder interests should be prioritized over others. This doesn't mean we totally neglect one group, but at times too many strong-willed stakeholders can cause losing sight of the primary training goals and desired outcomes.

# data[].attributes.headline
The Craig Gregerson walkthrough contained the advice to start with the content, not with the constraints. This was a key takeaway for me, as it made me realize that it is easy to focus on the constraints of a case (which is what I did this week, when considering the case). However, by being more strategic and identifying the correct starting place (content), it's possible to move forward instead of getting stuck in a holding pattern due to numerous constraints and an inability to decide how to move forward.

# data[].attributes.subject
The Craig Gregerson walkthrough contained the advice to start with the content, not with the constraints. This was a key takeaway for me, as it made me realize that it is easy to focus on the constraints of a case (which is what I did this week, when considering the case). However, by being more strategic and identifying the correct starting place (content), it's possible to move forward instead of getting stuck in a holding pattern due to numerous constraints and an inability to decide how to move forward.

# data[].attributes.body
What really struck me about the case this week was the dichotomy between the key stakeholders. The strongly held difference of opinion was not settled early on and created more turmoil than necessary. The stakeholders needed to agree upon the goals of the course. Effective project management strategies were needed in order to right the ship. Communication was also key.

# data[].attributes.headline
My Ah-ha moment. The case study said that Oakdale decided not to be involved with the pilot any longer. Michael had met with his colleagues and acquaintances about his game and received feedback from them. Then I realized that nothing was mentioned about getting any feedback from the teachers who had been a part of this pilot program in the first place.  I made reference to this in my discussion post. Doc mentioned in a response post that this approach is bottom-up and user centered alternatives. So I took this opportunity to find out a bit more on these approaches.Bottom up ApproachIs a community driven partnership. In this case the community would be the group of teachers and administrators who were directly involved in the pilot program.  “A bottom-up strategic approach takes advantage of the specialized skills and talents of the rank-and-file employees, and encourages them to communicate ideas and plans to middle managers, who then pass the ideas along to the executive team.” This link talks about the comparison of top-down and bottom-up approaches in business management. But I felt the quoted paragraph here summed up the approach for this as well. https://yourbusiness.azcentral.com/difference-between-topdown-bottomup-strategic-management-17085.htmlUser-Centered Design BasicsThe User-centered design (UCD) process outlines the phases throughout a design and development life-cycle all while focusing on gaining a deep understanding of who will be using the product. The international standard 13407   is the basis for many UCD methodologies. It’s important to note that the UCD process does not specify exact methods for each phase.  Here is the link for more details: https://www.usability.gov/what-and-why/user-centered-design.html

# data[].attributes.subject
My Ah-ha moment. The case study said that Oakdale decided not to be involved with the pilot any longer. Michael had met with his colleagues and acquaintances about his game and received feedback from them. Then I realized that nothing was mentioned about getting any feedback from the teachers who had been a part of this pilot program in the first place.  I made reference to this in my discussion post. Doc mentioned in a response post that this approach is bottom-up and user centered alternatives. So I took this opportunity to find out a bit more on these approaches.Bottom up ApproachIs a community driven partnership. In this case the community would be the group of teachers and administrators who were directly involved in the pilot program.  “A bottom-up strategic approach takes advantage of the specialized skills and talents of the rank-and-file employees, and encourages them to communicate ideas and plans to middle managers, who then pass the ideas along to the executive team.” This link talks about the comparison of top-down and bottom-up approaches in business management. But I felt the quoted paragraph here summed up the approach for this as well. https://yourbusiness.azcentral.com/difference-between-topdown-bottomup-strategic-management-17085.htmlUser-Centered Design BasicsThe User-centered design (UCD) process outlines the phases throughout a design and development life-cycle all while focusing on gaining a deep understanding of who will be using the product. The international standard 13407   is the basis for many UCD methodologies. It’s important to note that the UCD process does not specify exact methods for each phase.  Here is the link for more details: https://www.usability.gov/what-and-why/user-centered-design.html

# data[].attributes.body
The ah-ha moment this week was all about easing implementation and proving this to the teachers and administrators. Based on the case description, it sounds like Michael didn’t previously have a way to collect feedback directly from the teachers who were using the game, just an opportunity for some generalities from the admin. When implementing at a new site, even though the analysis phase was already complete, it was important to communicate the goals and potential outcomes to the stakeholders. With Michael’s awareness of the challenges and by having a more supportive role with the teachers, he will be able to collect valuable feedback that he can use to make changes to his game or implementation strategy.

# data[].attributes.body
My biggest takeaway this week was how much of Michael's case involved the way that his project was pitched. I think that he definitely could have benefited from some salesmanship when presenting his game to the school districts. While he may have been knowledgeable about his game and the subject matter, I think he could have benefitted from a stronger sales pitch. I think that this is probably something that comes up pretty often in ID an this case study definitely highlighted that fact!

# data[].attributes.body
Reading Craig's case study was all too familiar. Often at work, we have to deal with multiple internal clients (departments/business units). Each department has its own ideas on what should be covered in a specific training class; making it hard to get buy-in. A lesson I learned early on is to remember who is the client. They are providing the criteria and have final say. Don't get lost with all the noise. Always go back to the original objectives of the client.
All my best - Jan

# data[].attributes.headline
The lesson I learned from week 2 was the importance of looking more closing in-depth at the potential solutions. By completing and engaging in the discussion post this week, I was able to gain further insight into finding solutions for the implementation process that favored not redesigning the game. In order to get the target audience to use the product, the IDer needs to create “buy in” by selling the product to the audiences or the individuals who influence the audience. This can be achieved by considering the barriers and finding strategies to influence or resolve said barriers. By using this approach, the IDer is effectively admitting to and highlighting the challenges related to the use of the product. By outlining the strategies, the IDer is taking the next step to demonstrate how the product can be effectively used to audience thus convincing them and creating “buy in”.

# data[].attributes.subject
The lesson I learned from week 2 was the importance of looking more closing in-depth at the potential solutions. By completing and engaging in the discussion post this week, I was able to gain further insight into finding solutions for the implementation process that favored not redesigning the game. In order to get the target audience to use the product, the IDer needs to create “buy in” by selling the product to the audiences or the individuals who influence the audience. This can be achieved by considering the barriers and finding strategies to influence or resolve said barriers. By using this approach, the IDer is effectively admitting to and highlighting the challenges related to the use of the product. By outlining the strategies, the IDer is taking the next step to demonstrate how the product can be effectively used to audience thus convincing them and creating “buy in”.

# data[].attributes.body
For me the biggest lesson learned was the need for actual results data. Michael didn’t seem to have a plan to capture this data to be able to share with key decision makers. Just saying students are engaged really isn’t enough to show they have a positive impact within schools. The overall lack of evaluation was surprising to me.

# data[].attributes.body
What struck me throughout week 2 was how much being an ID isn't just "doing ID." There's so much project management that surrounds the ID tasks - managing people, managing budgets, managing timelines...so little of this is contained in any definition of ID/LDT and yet it's such a huge aspect of the role in practice. There's a part of me that wishes for different titles... instructional designer, instructional design manager, etc.- but I'm sure the reality is that to do ID is to be a part of a team and thus to relate to others. But so much of this seems to rest upon a larger set of management skills that exist beyond ID.

# data[].attributes.body
My biggest takeaway was the importance of specific and relevant results to validate a training or instructional program. Unfortunately, Michael had the research from other classroom games to support the purpose of his training but lacked quantatitve results from the two years of piloting he has already done. Pitching his program to other school districts would have been an easier task if Michael could provide proof of the program's impact on student learning. Evaluation cannot be forgotten.

# data[].attributes.body
The Michael Bishop case reminded me of what a hold standardized test have on education. I can only imagine what creativity is being held back because of it. So many brilliant teachers restricted by a test. Breaks my heart.

# data[].attributes.headline
This case made me realize how difficult it is to institute change within an organization (public schools) in which a viewpoint and pattern of behavior is so entrenched (in this case, behaviorist views of education). This week left me thinking that there is often little choice: either adapt a solution so that it can be implemented within the existing framework, even if it is not in the best interest of the students, or go around the problem by working in out-of-school environments. Unfortunately, this means that students are being asked to work around the clock. I agree with Jan's final comment; it is sad to think about how challenging it is to make meaningful change in education.

# data[].attributes.subject
This case made me realize how difficult it is to institute change within an organization (public schools) in which a viewpoint and pattern of behavior is so entrenched (in this case, behaviorist views of education). This week left me thinking that there is often little choice: either adapt a solution so that it can be implemented within the existing framework, even if it is not in the best interest of the students, or go around the problem by working in out-of-school environments. Unfortunately, this means that students are being asked to work around the clock. I agree with Jan's final comment; it is sad to think about how challenging it is to make meaningful change in education.

# data[].attributes.body
This week I kept thinking that Michael needed to  find ways to sell his program. Rather than seeking a district that fit his needs, he needed to dig and uncover what a potential district might need and adjust his work to fit.

# data[].attributes.body
My takeaway from the Michael Bishop case was that he seemed to have only half-completed his work. I think that he gave up to easily as well- and could have possibly gone back to Tara at Oakdale and worked to continue the study with at least a part of his original cohort. He really didn't make a case, or couldn't due to lack of data, in order to ensure his success. The data that the school had from testing wasn't from his cohort- it was from students a grade ahead- and shouldn't have impacted his study. The fact though, was that they panicked, and ultimately they all lost out on the potential win.

# data[].attributes.body
For me this case really made me think about aligning expectations. As the designer it's important to ensure all stakeholders understand what can and can't be accomplished within timelines and budgets. Lynn and Ben seem to have very different ideas of what can be achieved based on the SOW that was developed. In the future, Lynn should probably request that she be a part of the development of the SOW so that she can more thoroughly understand what clients are looking for and align on the budget right from the start.
Terry

# data[].attributes.headline
Lynn Dixons' Case Study--Sandra Henderson

# data[].attributes.subject
Lynn Dixons' Case Study--Sandra Henderson

# data[].attributes.body
Designing for a museum using kiosk can be tricky. While you want to give the client what they want, you have to watch the budget and the timeline.  Trying to get as much as possible for them while staying on budget is a balancing act.

The tools that were discussed for short videos were iMovie using Ken Burns feature, audacity for audio/narration recordings and electronic translation.  Even using a local university’s services for authentic accent narration was considered.

Designing a program that is inclusive as well as accessible proved to be challenging as well.

I found this article that states in part: “Designing and developing with the consideration of all abilities from the outset. The inclusive design approach will ensure the museum experience is not only accessible for all ages and abilities, but is enriching and satisfying for all. It is not a design style, but an orientation to design.” https://mw2016.museumsandtheweb.com/paper/inclusive-design-from-approach-to-execution/

And Kathy found this article that states in part: “UDL is a good fit for museums because it suggests a focus on broadening the ways we present exhibit components and the kinds of interaction they elicit from visitors. For example, ideas can be presented with audio, with text, and with illustrations that reinforce the same messages, to offer several ways to perceive the material. Interactive components can ask visitors to manipulate on-screen objects, play with physical models, think about questions that take ideas a step further, and so on, to support multiple means of expression.” https://openexhibits.org/wp-content/uploads/papers/MakingMuseumExhibitsAccessibleForAll.pdf

# data[].attributes.body
Every week so far our discussions have had some element of needing to align all stakeholder expectations. This week was no different in this manner. What did strike me as different this week is the wide variety of strategies that we came up with as a class to solve the issue of having a variety of learners and needing to keep them engaged. I learned about the Ken Burns effect (which I had heard of but didn’t know what it was), and I was impressed by the idea of characters rather than just knowledge levels for differentiated experience. I’m curious to learn more about the costs of the solutions we discussed in the real world and what budget I could fit them into. The discussion certainly helped me to see both the benefits and the drawbacks for each potential solution.

# data[].attributes.body
Completion the reflection exercise helped me sum up the way I've been feeling all week: that the ID model is an intermediary between the context (people and outside constraints) and the design work itself. It's the tool that bridges the gap. In the first two weeks, I had to remind myself to go back to the design model. Now I go there first. It provides a lens for shaping the interactions with stakeholders (or team members) that helps you guide the project forward, no matter what particular obstacles are present.

# data[].attributes.headline
My biggest takeaway from this case came from participating in the discussion forum. In my initial analysis, I had considered drawing a hard line with the sales rep so that she would know that projects need to be either scoped appropriately or revisited during implementation, and that this is sales' reponsibility. But in the forum, a classmate suggested "hard redirection" of the client, which I think is probably a better approach. Going forward, I will consider how to redirect "trouble" clients rather than creating "either / or" propositions, or escalating the problem to someone else within the company. --Monica G.

# data[].attributes.subject
My biggest takeaway from this case came from participating in the discussion forum. In my initial analysis, I had considered drawing a hard line with the sales rep so that she would know that projects need to be either scoped appropriately or revisited during implementation, and that this is sales' reponsibility. But in the forum, a classmate suggested "hard redirection" of the client, which I think is probably a better approach. Going forward, I will consider how to redirect "trouble" clients rather than creating "either / or" propositions, or escalating the problem to someone else within the company. --Monica G.

# data[].attributes.body
I think that there were a few lessons that I took away from this case. The first was that I really got the opportunity to experience how to work around outside constraints such as having a small budget. There were a number of great ideas brought up through the discussions about how to approach this issue. I also took a lot away about how to differentiate for different learners and make sure that a project like this accommodates those learners. Overall, I think there were a lot of unique and difficult aspects of this case that were helpful to examine.

# data[].attributes.headline
I had two important takeaways from this week’s case study. Considering the demands of the client and the tight budget, this required me as the IDer to come up with some solid, yet creative alternatives to meet the needs of the client. Taking the approach of asserting the budget limitations could have reflected negatively on the company. Thus, presenting viable alternative had the potential to keep the client happy and ensuring the case for the company. I was also able to reflection on the importance of key design principles as they relate to UI/UX and I revisited the importance of levels of interactivity and video software, which was enjoyable, but also a pertinent reminder to the variety of technology software available, as well as the complexity of learning design. I did overlook the varied audience as an important factor during my case study analysis due impart to the way the case was written. It was a reminder of transition from practicing ID to actually developing expertise in the field. Sometimes it is necessary to look for and emphasis key details or points instead of getting caught up in the reading of the case.

# data[].attributes.subject
I had two important takeaways from this week’s case study. Considering the demands of the client and the tight budget, this required me as the IDer to come up with some solid, yet creative alternatives to meet the needs of the client. Taking the approach of asserting the budget limitations could have reflected negatively on the company. Thus, presenting viable alternative had the potential to keep the client happy and ensuring the case for the company. I was also able to reflection on the importance of key design principles as they relate to UI/UX and I revisited the importance of levels of interactivity and video software, which was enjoyable, but also a pertinent reminder to the variety of technology software available, as well as the complexity of learning design. I did overlook the varied audience as an important factor during my case study analysis due impart to the way the case was written. It was a reminder of transition from practicing ID to actually developing expertise in the field. Sometimes it is necessary to look for and emphasis key details or points instead of getting caught up in the reading of the case.

# data[].attributes.headline
Sandra Sanchez and Vincent Peters--Sandra Henderson

# data[].attributes.subject
Sandra Sanchez and Vincent Peters--Sandra Henderson

# data[].attributes.body
Universal Design Learning is inclusive to all learners no matter their abilities or capabilities.  Vincent and the teachers should be designing a program that will be inclusive to the ELL and IEP students.

An instructional strategy I found is called Shelter Instruction for ELL students. It uses preparation, building background, comprehensible input, strategies, interaction, practice and application, lesson delivery and review and assessment as parts of the instruction.  It’s pretty straight forward in how instruction is delivered yet it allows the ELL student different approaches in their organization of information and being able to retain it.

The above strategy is part of a MMECCA framework that combines approaches and methods of instruction. This includes method of instructions, materials of instruction, environment of instruction, content of instruction, collaboration of environment and assessment of instruction. These could be used as a reminder checklist of what to include or how to include it that would make it accessible to their ELL and IEP students.

http://www.ascd.org/publications/books/109011/chapters/Introduction@_Teaching_in_Diverse,_Standards-Based_Classrooms.aspx

Another item discussed was flipped classrooms. This is where instruction is down outside of the classroom, then during class time review information and/or collaborate with other students and the teacher. The pushback on this might be teachers not being tech-savvy, or not wanting to change the way they have traditionally taught.  We have some instructors using this model, who have had success in their classrooms.

# data[].attributes.body
In previous weeks, I have been able to endorse strategies for reallocating money (Lynn DIxon) and shifting objectives in order to align stakeholders (Craig). This week it was about creating time when there is none. It's interesting to me to see how these cases force us to establish priorities - what can you shift when things look intractable? There's a lot here about project management. I see from last week I reminded myself that the ID model helps point us towards the priority that should come first - I'll have to keep testing that in future weeks and see if I continue to experience it as true.

# data[].attributes.headline
There were three important take ways from this week’s class. First, I revisited the importance of technology in terms of engaging learners both in a traditional classroom setting, as well as online. Distance learning has been common place in the 21st century. However, instructors and instructional designers can employ different types of technology, as well as their key features to better engage students and facilitate the lesson. The second takeaway would be the importance of case-based learning as an approach. Although, it is more frequently used within medicine and business, CBL as an approach is essential to exposing students to and preparing them for real-world settings where they will need to apply the skills acquired during their studies. Finally, the third take way was weighing the evaluation process, it is vital to demonstrating the success of the intervention made and potential return on investment. While Kirkpatrick is the most common and preferred method used in ID, other methods could prove more adequate given the circumstance of the case.

# data[].attributes.subject
There were three important take ways from this week’s class. First, I revisited the importance of technology in terms of engaging learners both in a traditional classroom setting, as well as online. Distance learning has been common place in the 21st century. However, instructors and instructional designers can employ different types of technology, as well as their key features to better engage students and facilitate the lesson. The second takeaway would be the importance of case-based learning as an approach. Although, it is more frequently used within medicine and business, CBL as an approach is essential to exposing students to and preparing them for real-world settings where they will need to apply the skills acquired during their studies. Finally, the third take way was weighing the evaluation process, it is vital to demonstrating the success of the intervention made and potential return on investment. While Kirkpatrick is the most common and preferred method used in ID, other methods could prove more adequate given the circumstance of the case.

# data[].attributes.body
I found two major lessons in the week's case.  First, even case-based learning needs to be looked over with a scrutinizing eye for what the actual learning activities are.  The characters in the example see case-based as a sufficient conclusion, but they haven't given the actual student engagement a scrutinizing eye.
Second, there is a question here about evaluation. The stakeholders commit to case-based BEFORE the IDer has had a chance to evaluate and analyze why previous iterations are failing. While the move to case-based feels like a reasonable solution, it seems a poor choice to just "go along" with whatever they decided, rather than following a proper design model and making a more informed decision.

# data[].attributes.headline
Sanchez and Vincent case- Terry Pellecchia 

# data[].attributes.subject
Sanchez and Vincent case- Terry Pellecchia 

# data[].attributes.body
Not being in the education field I found it really interesting how much push back teachers seemed to give about their own development and sharing of ideas in this case. Having team meetings is just a part of my every day work life and when we’re looking to roll out a new project EVERY one involved is all hands on deck. So working on this case with the constraints of having all the collaborative sessions fall into “work hours” was a little bit of a struggle. But I’m glad I got to see another side of developing curriculum with these types of constraints.

# data[].attributes.body
I think for this case it was interesting think through how to leverage cases based learning with some limited choices of technology. The case really seemed to put everyone into a box where it was already determined that cases had to be used AND the only technology that could be leveraged were wiki pages. By adding in these constraints it makes it a little bit harder as a designer to develop solutions to really meet the needs of the client and learners. It would have been nice if there was some flexibility in what technology could also be tested/piloted along with the cases which may have helped alleviate the push back of non-engagement from the classes. One thing I’ll try to remember as a designer is to keep asking questions and making recommendations to try to develop the BEST possible program.

# data[].attributes.body
This week case study was crucial to my development as an IDer, as I was introduced to and learned about the rapid prototyping model. There were many takeaways from the case study, but I will only focus on the three most important takeaways from the case study. The ADDIE model is still applied with rapid prototyping; however, it is applied in a non-linear fashion, which allows the IDer to draft several versions along the way to making a polished final version. The second takeaway would be that the model is ideal to accommodate training and design in the 21st century as it suited to environments that are scarce on time, costs, and resources. Moreover, the model facilitates an increased emphasis on participation by key stakeholders, which crucial to the efficient and effective design of the instructional product, as well as allowing the IDer to make use of existing materials in drafting and design of the product. Finally, the model does have limitations. Given the attention to detail, the model is best applied when working with a small team, as working with a larger group could result in confusion and delays, which defeats the purpose of its application. Moreover, the model is not easily learned or applied by novice IDers,, given the lack of literature on the subject matter.