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This week has been about understanding what expertise is as it relates to Instructional Design.  And, the discussions and readings have been fascinating to me, honestly.  Because, in truth, I have wondered if the irony of such a discussion has been lost on some of us?  We have discovered that the definition of expertise is often presented as the culmination of the continual accumulation of both knowledge and experience.  However, that in a way, implies that expertise is perhaps a finite level or state of being.  Yet, when discussion learning in general, especially in the context of education and instructional design, we know that true learning never stops.  Or, perhaps, shouldn't if one sincerely wishes to become the best one can become regarding his or her skill set and understanding regarding a particular subject.  So, this naturally presents a bit of a conundrum.  Is it accurate to assume, or even describe, expertise as some sort of finite level or status that can be achieved if it is based on the accumulation of knowledge and experience since neither of those things are finite in and of themselves?  If that were true, to me, that would be akin to asserting that assuming a person lived an average human life span that he or she could know everything there is to know about their own life once they reached the age of forty.  What about the remaining forty years?  Again, on average.  Their life would continue for another few decades, so how could it be true that they could know everything about it at roughly the half-way point?  Even though they had been accumulating knowledge and experiences for forty years.  Naturally, and logically, they couldn't.  I'm saying all of this to say that my biggest take away from this week, and, perhaps, even this class, is to advise people to be cautious if they encounter a situation where someone suggests that expertise is anything less than an ongoing process that is only limited by one's own effort and commitment to continued growth and development.  In my opinion of course, one could be said to have expertise of a subject based only on what one has learned and experienced up to that point in time, but not necessarily on the entirety of the subject itself.  In other words, if you have been accumulating knowledge and experience in something for twenty years, are you an expert in that subject?  Perhaps, that argument could be made in comparison to someone with only five years worth of knowledge and experience.  But, what about when compared to someone with thirty years worth?  Or, forty?  The only thing constant in the universe is change.  And, change, by its very nature, brings with it new opportunities for learning and experience.  It is for these reason I have mentioned here that I maintain that expertise, then, is a journey; not a destination.

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My key takeaway for this case is how to reuse the content from previous trainig materials. Reuse can be time comsuming and required more labor cost. However, if the content is valuable and will not require any participation from the SMEs.Then reuse the previous material can benefit the new design - Wayne Ran

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As we discussed ways to address the time and cost constraints in the Diane King case, my key takeaway is leveraging the option to re-purpose and reuse content from previous training because it is a valuable method that makes combining ADDIE steps less challenging. – Dawn Grossenbacher

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This case I saw in light of evaluation.  In particular that of the team leaders both in what was expected of them directly.  Additionally, in their role as supervisors of customer service representatives, their unwillingness or inability to provide feedback to the reps plays a critical role in Delta meeting its' strategic goals.

Through mentoring, coaching, and rewards, the expected critical behavior may be developed.

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I began this program in January of 2017 as much for the purposes of continued personal growth and development as for the ability to advance my career. However, what I was not at all aware of at the time I started my first class was the fact that just three weeks later I would receive a promotion at work. So, by mid February of 2017, I had started both a new job and a Master's program. And, for the past two years going through this accelerated graduate program of class after class, while simultaneously learning and performing the duties and responsibilities of an Enterprise Level Strategic Policy Consultant within a Knowledge Management department of a major healthcare company, what I have learned more than anything else is the value of simply taking action even when things seem "less than perfect". Perfection, then, I have come to regard as a pursuit, rather than a destination. Because, you can only strive for perfection. You will never actually achieve it. There will always, ALWAYS, be something that could have been done faster, better, cheaper, etc. That's why I feel like I identify with Diane so much in this case study. I have spent the past 24 months becoming very effective at being flexible, analyzing on the move, making decisions, and taking action. Ironing out wrinkles and improving quality "in flight". And, I believe that is the kind of situation that Diane is facing in this case. I believe I actually understand the conditions that gave rise to the concept of Rapid Prototyping as an ID model, as much as I now understand the model itself. So, I suppose what I'm trying to say by saying all of this is that what I have taken away from this week above all is just how much instructional design as a complete concept mirrors our own daily desire to convey important information in the most comprehensive yet succinct way possible, while never having total certainty that we have addressed and/or accounted for every eventuality. Which we could never possibly do anyway. Diane is faced with a pretty daunting design challenge in this case. And, just like in life, often the best course of action when the work demands are high is simply to produce a first draft of an idea or plan and start working with that. You can, and should, always evaluate, analyze, and refine as you move forward. Just start moving. Things done in good faith often have a habit of turning out quite well even when you begin with little certainty of achieving the desired outcome.

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Analyzing the Lindsey Jenkins case reminded me to continually ensure that the goals of the client are kept in mind, regardless of the varying and often competing interests of other stakeholders. Whenever I found myself thinking of potential solutions to the issues in the case, I always reminded myself to remember the client's primary concern: improve students' performance on the NCLEX exam and meet accreditation standards by using case-based learning. Refocusing on this always helped guide me in making recommendations for solutions.

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The Lindsey Jenkins case-study helped me see the importance of designing an evaluation plan. One unique aspect of Lindsey's case-study was her need to pilot a case-based learning approach before implementing the strategy across the school. Next was how the information gathered during your analysis is critical to helping find the right design and development solutions. For example, discovering ways the teachers could implement case-based learning activities with the current technology constraints they encounter. This case-study helped me see many other options for development than I originally thought.
- Danielle Klugman

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As we discussed the challenges with implementing and assessing case-based learning in the Lindsey Jenkins case, my key takeaway is recognizing the options that are available for this approach and problem-based learning. Exploring these methods is an excellent opportunity to design meaningful content that will improve learning for the students or participants in any educational situation. – Dawn Grossenbacher

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Having experienced some of the push back and constraints Lindsey endures, this case was a great reminder that faculty reluctance to buy-in isn't always just a matter of ignorance or standing pat.

What I largely took away, however, was the hurdles of technological integration. Again, it's something I encounter during the course of my work (eLearning developer for online nursing programs) but this case does a great job highlighting how instructors, chasing any sort of technological connection possible, miss out on leveraging their school's LMS and the tools the university may have to offer. This not only puts a strain on the relationship and workload of IT professionals, but puts a strain on the instructor-student relationship as well.
-Justin Spicer

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I learned about the differences this week between PBL and CBL. I found this interesting because in my current job in continuing medical education we incorporate case based learning into all of our education programs. I wasn't familiar enough with PBL to know that there were differences between the approaches, and that PBL contained a lot of open inquiry whereas CBL followed a more guided inquiry approach. This notion of guided inquiry would help David I think to see the benefits of CBL

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For this case, I learned how important it is for the designer and client to be on the same page. Clear outcomes and purposes are needed before beginning a project. This brought attention to dealing with communication issues among stakeholders. -Lindsey Veres

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For this week, the main takeaway for my case analysis from Denny Clifford is that using interactive activities in a level that required less supports from the instructors can effectively save time for routined instructions. For example, use a software called H5P to make Cynthia’s recorded video interactive with quizzes, drag and drop questions. Once the motivation level increased, the audiences will find the course interesting and useful.

Wayne Ran

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For the Denny Clifford case study I have two main lessons learned; first the design method and second the partnership between Dr. Oaks and Denny. This was the first case I experienced where multiple learning approaches were involved. The case showed me the importance of understanding the different learning approaches. The second takeaway was the importance communication plays when working with different clients. I am still having a little trouble identifying the Instructional Design step with the right challenge. I have spent the week rereading the different resources and feel more confident in the next case analysis.
- Dani Klugman

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My main takeaway from Denny Clifford's case study is focused on scope. The scope of the design is twofold: training and student curriculum. Though the two certainly have overlap in terms of how Denny can design and then implement them, Dr. Oaks does not seem interested in defining parameters for either -- and it goes beyond a constructivist viewpoint (which, in Dr. Oaks' case, almost seems liek a cop out for helping Denny to develop these designs). Denny needs to seriously discuss the scope of the project with Dr. Oaks, especially as it relates to what the doctor's grant entails.

Justin Spicer

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As we discussed the communication problems in the Denny Clifford case, my key takeaway is realizing the importance of clarifying concerns and discussing them collaboratively with all the stakeholders. Sometimes, indirect communications could be more helpful than direct inquiries depending on the context of the situation and questions being asked. – Dawn Grossenbacher

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My biggest takeaway from this is to remain grounded in reality and communicate that reality to the client with clear honesty so they cannot say they were not informed. I feel the need to remain positive or optimistic, but I do not feel the need to be surprised when my lofty ideas don't pan. If I don't want to be surprised, I certainly wouldn't want my client to be surprised. Clear communication grounded in reality is key.

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My key takeaway is to be aware of all sides. Consider every option, every reaction, every response. Things often don't go the way we desire or have in our mind, so we need to be prepared for resistance, changes, setbacks, or even success. Seek allies, and work to get them to buy-in if you're certain they can benefit positively from what you are offering.

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This case presented a challenge stemming from a disconnect with what was offered to the client and what is possible with how much the client was charged for the work.

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The most interesting thing I learned from this case study is that I have a grater propensity for asking questions than most people seem to. The major issues in this case appear to revolve around the clients' desires for content versus the designer's budget and time constraints. I know the job of the IDer is to do their best to accommodate their client's requests, however, it seems like most of the time Dixon spent asking questions revolved around the "what" rather than the "why". In my experience, many, if not most, issues of creative conflict can be resolved by the person charged with doing or creating the work asking enough appropriate "why" questions. If you can gain a solid understanding of why your client is asking for something, then it becomes easier to find creative solutions to meeting their needs when limits of budget and time begin come into play. There were a great number of asks in this case that would not fit into the agreed upon parameters. This left Lynn with quite a decision making predicament. I think had she simply asked a few specific "Why would you like to include that?", or "Help me understand why that would be helpful here." questions and requests, then I believe she could have reached a more comprehensive agreement regarding the content, how it could be presented, and what level of interactivity would actually be necessary to meet the clients' needs. Asking questions is very rarely a bad thing.

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In my professional experience, I've had to deliver when salespeople have oversold. This case reinforced the fact that my own situation was not specific to a particular company or industry. Lynn did a good job of balancing the need to rein in the client's expectations in order to keep to budget and time parameters, while still trying to address the client's needs. It's important to understand not only what the client is looking for, but also WHY. There are many ways to reach the same goal, and sometimes the best approach is educating the client about why Solution A (which costs $) will achieve the same goal as Solution B (which costs $$$).

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The Lynn Dixon case I saw as one of overselling and possible under delivery.   It showed me the importance of the respective parties from the business end are on the same page throughout the entire process of the project.  I think that Janette missing of the meeting was a critical point in the case.  

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The Lynn Dixon case I saw as one of overselling and possible under delivery.   It showed me the importance of the respective parties from the business end are on the same page throughout the entire process of the project.  I think that Janette missing of the meeting was a critical point in the case.  

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For the Lynn Dixon case, I learned how important communication is among all stakeholders. The sales team oversold the work Lynn could produce within the time frame and budget. Because of this, Ben wanted things that were not feasible. I think it’s important that everyone is on the same before the project begins. Being I don’t have ID experience, these bits of knowledge are valuable to me, so I know what to expect in the future. -Lindsey Veres

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My key takeaway for this week is that it seems very often that balancing budget with client needs/wants is a challenge. I see this in my daily work outside of ID as well. As a team we've done a lot of project management training and Wayne/s Wants/Needs/Budget graphic reminds me of the Time/Cost/Quality constraints we manage every project.

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My key takeaway for this week is to find a balance between what  clients' need, waht they want with the project constraints. I think find the optimal point to address below 3 elements fast is the key.

Image:
Masson, A. (2018, September 10). Reconciling your wants, your needs, and your budget. Retrieved from https://www.sumydesigns.com/reconciling-your-wants-your-needs-and-your-budget/

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I think it is great to learn from case studies that show what it may be like for an IDer. For me, I do not have much experience so this gives me time to practice. I imagine having to work with difficult clients such as Cynthia. There was a huge barrier of communication that resulted in Denny not feeling confident in his ability. This lack of communication led to Denny not having the information needed to begin designing the content. This must be frustrating but, this challenge is something that we must be willing to accept and overcome.
-Armando

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As we discussed the challenges that accompany a diverse set of visitors in the Lynn Dixon case, my key takeaway is the instructional designer must confront the project team to define realistic deliverables. Additional time for research could provide an amazing transformation in the outcome when design challenges and case-specific constraints are addressed effectively. -Dawn Grossenbacher

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Lynn's case was an interesting one, because I felt it was more an issue of tempering expectations and managing budget constraints just as much as it was about ADDIE challenges. It also provided a great look at workplace environment, where Lynn felt hamstrung by Janette's sales tactics as well as the limitations of having a graphic designer (but no UX/UI designer(s)) on staff to temper client expectations about media, animation, etc.

-Justin Spicer

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For the Lynn Dixon case study, I saw a gap in how the analysis was created. However, I did not dig deep enough into the design itself. During this weeks case analysis I realized there is a lot of additional information I need to learn about design. The articles this week were helpful in strengthening my understanding on graphics and animation. The articles helped me to understand better ways and times to implement these methods.
Dani Klugman

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From the case study of Michael Bishop, I finally found out why it was so hard for me to promote an in-class learning software to K12 schools. I realized there are many different approaches to better present the educational software to school administrator and teachers. I also noticed that fulfill stakeholders' need and meet their expectations are the key for software design and  implementation.

Wayne Ran

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The biggest takeaway for me this week is that there are many different approaches to solving problems within a case. There are no clear cut answers. Analyzing the pros and cons of different solutions is a good way to eliminate answers that might not work as well as others. I really enjoyed working through the Michael Bishop case!
-Lindsey Veres

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The Michael Bishop case-study was incredibly eye opening. When beginning the case analysis, I had trouble differentiating the client from the audience. At first, I selected the teachers as the client but I used my learning from the Craig Gregerson case to help guide my selection. I enjoyed the process of identifying the Instructional Design challenges and brainstorming the pros and cons. I found it interesting that with every solution selected there were both pros and cons that needed to be weighed.
Danielle Klugman

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For me, the Michael Bishop case re-emphasized the need for the developer to be keenly aware of the situation "on the ground," where the learning will be deployed. Michael seemed surprised by the resistance he encountered when he tried to find a new school for his pilot. He designed a game that was to be deployed to as many middle school science classes as possible, but perhaps he hadn't taken the concerns or situations of teachers and administrators in many of the schools into account. This resulted in a lot of barriers once the original pilot school pulled out.

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As we discussed innovative learning approaches that apply to the Michael Bishop case, my key takeaway is the awareness of flexibility. Multiple perspectives, situational factors, and barriers play a role when implementing a strategy that could have a positive impact on learning. A focal point involves weighing the options and flexing the initial strategy to meet stakeholder needs. –Dawn Grossenbacher

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One lesson I learned from this case is that the IDer may need to have a partial mindset reserved for any stakeholder/client/audience members who are resistant to the change that needs to take place.  This way, if you encounter said resistance, you are at least partially prepared for it. If you don't encounter any resistance, great! Hopefully you would be able to move forward with the project and see positive results. ---Lexie

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This was an interesting case this time around. I found one ID challenge to focus on but many constraints that came in a variety of categories. I had to sit and think through the issues with the case and see how I could find solutions that were not all over the place. This case felt very real for me. It revolved around an ID'er tackling something new (which we have all done) and trying to create a polished final product. This is something that we have all, and will continue to face.
-Armando

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This case was a challenge in terms of identifying stakeholder roles. I was certain that both Richard (legal) and Stan (engineering) were SMEs! As others have mentioned, identifying stakeholders is crucial.
Valerie Dumova

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Similar to others, I think the Gregerson case was a great primer for the Bishop case. Both had shaky stakeholders,  parameters, and objectives. It's important to find a focus and keep that focus. With Gregerson, he needed to focus more on the stakeholders of the case (which seemingly was legal, but is really management and the engineers) and better tailor the training to those objectives and outcomes. If all comes down to efficient (and sufficient) project management.

-Justin

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The Craig Gregerson case highlighted the importance of the fundamental elements of project management in so many of these educational projects: identification of key stakeholders, gaining partnerships and buy in, crafting and managing a communication plan are all important elements to consider. 

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The Craig Gregerson case highlighted the importance of the fundamental elements of project management in so many of these educational projects: identification of key stakeholders, gaining partnerships and buy in, crafting and managing a communication plan are all important elements to consider. 

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The Craig Gregerson case reminded me of the relationship within a corporation or institute can be too complicated to work with. Each stakeholder has her/his own needs. To fulfill them all sometimes can be impossible, find the core demand and the balance point between stakeholders is the key to the desiging process.

Wayne Ran

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This case was an eye opener for me. I did not realize the variety of issues and solutions to be found. It was interesting completing the walkthrough and realizing how in-depth a seemingly straightforward case can be. Moving forward, I realize that I have to take my time and pay attention to the key players, their issues, and the cases relation to ADDIE.

Armando Lazcano

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The Craig Gregersen case taught me the importance of identifying roles. The case walkthrough was really helpful in describing the various roles and how each role impacts a project. Defining stakeholders at the beginning of a project is such a crucial first step and helps the ID with working alongside others. Craig will need to work closely with the SME, Richard, who seems to be slightly difficult. I would like to learn a few strategies that help when working with difficult stakeholders. - Lindsey Veres

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The Craig Gregerson case-study helped me to understand the important factors to consider when conducting a case analysis. At first, I struggled to identify the roles of the key stakeholders. The walk through module helped me look at the case from a different perspective.

Dani Klugman

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My takeaway from this week's readings and discussions would be the various roles that stakeholders can play in the ID field. The designer tends to have multiple people to keep in contact with while designing. The designer must please all these stakeholders while designing to meet the needs and objectives that have been set. -Moriah Millburg

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As we discussed ID expertise and worked through the Craig Gregersen case, my key takeaway is learning strategies evolve requiring experts to be flexible as they identify and solve problems by leveraging their power without much authority. -Dawn Grossenbacher

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The Gregerson case was filled with personality issues. My main takeaway from the case is the importance of managing personalities to avoid risks.