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Beth posted a video this week where the speaker proclaimed that the idea was to get more expertise with less experience. It's a nice thought and it did a great job of explaining the difference between experience and expertise but it did leave me wondering if his stance aligns more closely with gumption?

We do need experience to fine tune our expertise and more importantly, experience gives us a way to relate to clients. The discussion this week revitalized my opinion that even as designers, customer service--the ability to communicate particularly--is vital to our relationships and success as ID's.

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Working together in teams and reading this weeks required readings allowed me to make the connection between expertise and experience.

I'm finding there is a level of expertise that must coalesce with experience. From my own personal experiences, I know that experience teaches lesson that cant be taught in the classroom. Expertise then develops from my knowledge marrying experience and producing expertise. The greater the knowledge and experience the deeper the expertise.

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This word keeps jumping out at me as we finished up our discussions this week and also looked toward our reflections. This is one of the key attributes of an expert designer vs. a novice.

I enjoyed seeing everyone's visuals this week and also the discourse. I also noted the changes in views in some of the discussions based on the similarities/differences of the visuals, including my own.

My top takeaway is that cohesiveness takes  not only strong analytical skills but time and wisdom, which only comes by experience.

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Reflecting on ID expertise this week through discussion and the personal reflection assignment, I realize I've made great progress in developing ID expertise but I still have a long way to go. I feel more confident in my ability to work flexibly through the ID process but lack experience to offer creative solutions that tackle many challenges. This course has helped show me what I don't know and what I need to do become a better IDer.

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Although my group and I were very much on. the same page, students in the class had different ideas. I realized two things through this. 1 - I need to continue to be flexible with not only my ID work but also how I define expertise. 2 - Just when I think I understand something, it will undoubtedly change a few times (or more) before I truly understand it!

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As I review this week's discussion while working on my final reflection, I find myself pondering which novice stage am I in? Am I moreso lacking in knowledge or time? In all the work this course, when there is ample time to consider ID definitions or complete a case analysis, my performance improves. I, as as a novice, need more time to organize my knowledge whether its presenting definitions, challenges or analyses solutions, I have the knowledge and am  capable of producing high-quality work but do need more time to do this.. Key to my future growth is carving out the time to practice and think critically about ID until it becomes intuitive.

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In the discussions a group came up with continuous learning as part of what ID expertise means. This made me think of ways I continue to grow and advance within the ID field even after the LDT program. In completing the ID expertise reflection, I definitely have room to improve in many aspects of ID expertise from problem finding and solving. I think the main takeaway for me was awareness of where I need to improve and conscious of my outlook on the continuous learning path in the future.

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Expertise is a lofty goal. I don't know if I will ever be an expert. Parts I do pretty well at but I need a lot more experience and practice with specific effort in areas I need to improve. This course has been very helpful in self-assessment.

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This week as I worked on my case reflection assignment I was surprised by how much my ID thinking has changed just over the last 8 weeks of the course. Our discussions also helped me reflect on how far there still is to go on the road to expertise. I don't think there is a shortcut though. All of this learning and experience is how you keep moving forward on the path. I came across a quote on WikiHow (of all places) that is talking about gaining wisdom, but I think it sums up how, through the discussions this week and the course in general, I have come to see the process of gaining ID expertise: "Wisdom (or ID expertise) is a virtue that isn't innate, but can only be acquired through experience. Anyone who is interested in trying new things and reflecting on the process has the ability to gain wisdom (or ID expertise). By learning as much as you can, analyzing your experiences and putting your knowledge to the test, you can become a wiser person (or expert instructional designer)." This class and the LDT program in general has been helping me to do at least the beginning parts of the process by gaining knowledge and experience and analyzing and reflecting on it.

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While I do not consider myself in ID expert, I do utilize expert-level thinking in my work.  I still lack experience but this week's readings were reassuring.  I am used to thinking strategically and I have already applied that skill to my work in our class.  My scores were not perfect and I have much to learn about ID; however, my thought processes are in line with expert thinking.  Now, I just need more experience to fine tune this skill.

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After reading the text and going through our discussions, I think I can categorize myself as an experienced novice. Prior to this class, I followed the methods completely and thought that if I followed the guidelines, I can call myself an IDer. It wasn't until I wasn't provided guidelines and having to analyze issues did I really understand being an IDer is more than creating learning modules. We will not be provided exact goals that are cut and dry. Some times we'll have to sift through all the junk in order to truly understand what the students need and what management wants and figure out how to manage both sides.

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After thinking about our different definitions and visuals, I think ID expertise ultimately might be rooted in confidence. Once an IDer has gained valuable experience and has learned different techniques, models, and best practices in our field, they can begin to trust their instict and intuition as they develop the confidence to not "overthink" problem finding and solution development.  In addition, their confidence will help them to avoid falling back on formulaic approaches to finding and solving problems. Instead, they'll push forward to develop creative solutions that surpass their clients' basic expectations.

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Instructional Design is so much more than designing instruction

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Instructional Design is so much more than designing instruction

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My take aways from this week’s discussion goes back to best practice. I think a novice can apply best practices and construct an effective design. Additionally, an expert can apply best practices and design an effective design. The difference is in how the ingredients are mixed and measured (to draw from the cooking analogies). However, while the expertise’s design may be more efficient or more enjoyable, that’s not to say that a novice, like myself, cannot produce an effective instructional design as I grow. As long as I reflect upon my experiences and continue to learn and develop in this profession, I can continue to make steps towards expertise. Just like this graphic says, “it’s not about ideas, it’s about making ideas happen, do it!” I can do it!

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Wasn't logged in for the other, sorry. Group work is challenging at the best of times in my opinion and around the holiday's adds scheduling challenges. Despite the challenges, I really appreciate group work as it is very collaborative and results in me learning a lot about myself - it makes me take a step back to consider other points of view which broadens my life perspective. I appreciated the opportunity this course presented for this experience.

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I agree with Sarabeth in that this case needed more time than the others. This case was not like the others in that the SMEs did not express their concerns. These had to be assumed based on the information and their area of expertise. It was a good exercise in really stretching the mental thought process of an instructional designer. As much as I have dreaded the case study process, it has been beneficial. I liken it to role playing....I dread role playing in any type of learning environment, but it is usually beneficial overall.

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Design Decisions with Human Performance in Mind

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Design Decisions with Human Performance in Mind

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I am so glad we had more time on this case, because I really needed it! Stepping away from many “unknowns” of the case and giving myself reflection time helped me “digest” it all. I agree with others that this was the most difficult one, and for me it was more difficult this week to have two DISTINCT solutions. This week I was reminded of the huge impact that performance problems have on HR and training and development decisions, and how cohesive and collaborative this relationship should be.

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This week, I appreciated learning from my peers experiences and ideas to provide solutions. I found the graphics very helpful to visualize how the content should be narrowed to meet the needs of the project. I will admit that the assigned reading threw me off course a little. However, using the extra days over Thanksgiving to reread I was able to get back on track and focus on what was known in the case.

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I think that team 3 did a great job with the discussion questions. I learned from observing their facilitation this week. I thought their questions were simple but effective. It made me re-think our team's discussion questions and approach. I think sometimes simple questions can generate deeper and more clear responses.

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This case was the toughest of the bunch, in my opinion. When I first read the case, it seemed pretty straight forward. But, after I stepped away from it and reread it, more questions came up for me -- since an analysis was already done, do we assume everything required was done? We were advised that the design for the EPSS was provided (4 "buckets"), but is that what is needed? The more I read the case, the more issues I found. I flipped through all of the ADDIE phases except Evaluation for my ID issues when I wrote (and rewrote and rewrote) my case analysis. I feel my level of analyzing a case was challenged with this one!

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I struggle with case analysis individually, so group case analysis' were pretty difficult for me. This case analysis was very different from previous cases were I thought the key ID issues were more present and easily found once you really dug deeper in the case. Our team debated what the main ID challenges were many times in our team discussions. I also found it more difficult than I imagined to create and facilitate the discussion boards!

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Think long term, but focus on the immediate

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Think long term, but focus on the immediate

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In this case and in our discussion, it was great to think about Davey's long term goals, what the EPSS could look like, and what Davey's team would have to consider in terms of implementation and evaluation. Our readings really hit at some of these long term goals too, and it provided some really helpful context. My thinking on this case really broke through though as I stopped and tried to focus on the main immediate task of figuring out what employees needed and what content would need to be used/sorted. Once I got to that point, I was able to make some connections to my own experiences and situations I've dealt with (in trying to deal with libraries of outdated content that would have to be cleaned up and organized to be used).  Having this focus has really helped me with our four cases!  It was also great to then break back out in our discussion as we discussed some more of the long term goals, consequences, and tasks involved.

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For me, this was the most difficult case analysis yet. The first time I read the scenario, everything seemed very straight forward but after a day, I realized I had questions like, "wait, so when is the deadline for this project, where does soft skills development fit in, what do we actually know about the learners" etc. After two days I realized this case was more complex that it initially read. At the last reading (at a point I stopped re-reading the case because I stopped making progress due to overthinking everything!) I felt like I didn't know what was going on. It almost seemed like the more I read the case, the more gaps I found. The benefit I found in this experience was I had completed a similar project at work and experienced some success implementing my proposed strategy. I personally don't believe Davey will experience the full measure of success he wants to if he doesn't hire or at least consult with an outside ID. Unfortunately for him, there are too many design components he is unaware of to  successfully execute this project. On a personal note, similar to Davey, I also have much more learning ahead before becoming as proficient a designer as I desire to be but case based learning is making that possible for me without having to personally be apart of these situations.

Jasmine

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"Some steps had already been taken. A thorough analysis of the performance environment had been performed to determine where and how information was used in the stores" (Ertmer, Quinn, & Glazewski. 2017, p. 239). It was  sentences like those that caused me to stray from using Analysis in my final case analysis. When reviewing the case, I often did think it was analysis, but I was convinced I would see those sentences brought forth by Dr. G. to justify Davey needing to start with Design. Do these case studies all neatly fit into one of 5 steps in the ADDIE model? Or stages in between? Or would some be better off in the more detailed Dick & Carey framework? Should non-learning interventions like designing an EPSS also use learning models for their design process? Those are questions I struggled with for this case study. The good news is, I will have a lot to reflect on for this course in our final assignment!

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"Some steps had already been taken. A thorough analysis of the performance environment had been performed to determine where and how information was used in the stores" (Ertmer, Quinn, & Glazewski. 2017, p. 239). It was  sentences like those that caused me to stray from using Analysis in my final case analysis. When reviewing the case, I often did think it was analysis, but I was convinced I would see those sentences brought forth by Dr. G. to justify Davey needing to start with Design. Do these case studies all neatly fit into one of 5 steps in the ADDIE model? Or stages in between? Or would some be better off in the more detailed Dick & Carey framework? Should non-learning interventions like designing an EPSS also use learning models for their design process? Those are questions I struggled with for this case study. The good news is, I will have a lot to reflect on for this course in our final assignment!

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I learned that I have more experiences to draw from than I realize. Initially when reading this I wanted to put it away and not think about it... ever again. However, after a day of letting the case study and the articles marinate I realized I did in fact have experiences I could relate to the case. Although I am very new at this, there are many experiences I can draw from to understand ID cases.

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The Davey Jones case embodies the meaning of a difficile dilemma. Difficile means: demanding, challenging, strenuous, easier said than done. I can imagine Davey felt all of these adjectives during this process. WHERE DO YOU START with such a multifaceted project? As I read, researched and prepared my case analysis, my opinions went back and forth many times. Our discussions further ignited my changing thoughts. I even reached a point where I second-guessed my entire analysis. I felt as though I was what Ertmer and Stepich (2005) refer to as “reflexive,” (p. 40) in that I tended to focus and strain over the information that was absent from the case study. Davey’s team faced many problems. I craved more information to help formulate my solutions. I think this is why I kept experiencing what the poor little mama cat felt in the giffy below.

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That is how the case study for Team 3 was chosen.
So imagine the irony when I read the case study afterwards and found myself reading about an Accidental ID in nearly the same situation as myself. Because the case felt so familiar it was difficult to separate myself from it and evaluate objectively. Thankfully, I recognized my desire to go off the rails on this case study quickly and tried very hard to keep my excitement and enthusiasm under wraps when working with my team.  I hope my attempts at objectivity were successful.

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I felt as though this case study was a reflection on how Purdue is running its LDT program.  I found it hard to think objectively about the case knowing how well the LDT program is structured.  I feel that I have benefited a great deal from the online dicussions in all of my courses.  I have seen how it can work and how much more I have learned from my peers than from the instructors alone.

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This week’s main takeaway for me was learning the details regarding CBL. I am familiar with CBL in a professional, business environment so I could relate to the case and Lindsey’s dilemma. The articles for this week made me realize how important instructor presence of facilitation in the CBL process to ensure knowledge transfer among the learners as well as promote critical thinking. This got me to thinking how I should incorporate a more involved, active facilitation for instruction at work with our current CBL to further add to their learning experience at our company.

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In real life templates are great-no sense re-inventing the wheel.
But because this case is similar to what Purdue and other schools must have gone through to transition to on-line learning, I felt like every solution I came up with was a carbon copy of what I have seen implemented in this program (even the Blackboard LMS transition survey popped up right as we started this case). That is good in some ways and influenced my solution because:

I felt confident in the "new" program format because I had experienced it.

I know the program format works with proper IT support, and introductions to online tools.

Additional sections, instructors, and smaller class sizes are neccessary to handle the grading workload.

This is one of those cases where I just really wanted to jump in and start working with the instructors.

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The case study discussion, along with the experience of facilitating it as part of group 2, really drove home the point to me that facilitating online learning and case-based learning is an art. Learning more about the principles of effective facilitation made me feel grateful for the chance to be in this program at Purdue because it is evident that our online learning experiences follow the best practices for this type of learning. I feel lucky to have Dr.G for this course as well because of her great example of effective CBL facilitation. It was neat to facilitate this week because the materials we read to prepare for case facilitation went along well with the case and the discussion itself.

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I have a new respect for the power of case based learning. This week I was able to remove myself from the learning and execution of CBL and consider it from a new perspective. I got to understand it’s benefits in implementation and came to agree with its offerings to critical thinking, not because I am taking a cbl course in a masters program at Purdue but because I understand and agree that it works. Today I’m so much more appreciative of this course and the level of rigor it has brought with it to develop my critical thinking abilities as an instructional designer. Go CBL!!!!

Jasmine

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I had the opportunity to think like an instructor today. I found I had to look at the case study in an entirely different way. Having a group to collaborate with was extremely helpful, and gave me a better understanding of case studies in general. It was a challenge to try to develop thought-provoking responses to discussion posts without being too forthcoming with the information I was trying to draw from my peers. It was challenging but a very interesting experience!

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I had the opportunity to think like an instructor today. I found I had to look at the case study in an entirely different way. Having a group to collaborate with was extremely helpful, and gave me a better understanding of case studies in general. It was a challenge to try to develop thought-provoking responses to discussion posts without being too forthcoming with the information I was trying to draw from my peers. It was challenging but a very interesting experience!

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Working with a team this week helped me achieve a whole new level of understanding. Learning from the peers in my group, I have a better understanding of how to address and provide solutions that address multiple challenges in a cohesive way. It was interesting in our initial planning, how each individual brought different insight that led to a cohesive solution. This helped me understand that as an IDer we have to be very critical listeners, using all information to prioritize and find solutions.

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This week's discussion raised some great discussion about the scope of evaluation and what it would really take for Lindsey to bea ble to demonstrate that her pilot has been successful.  Courses such as EDCI 577 have helped me to see the importance of evaluation in our practice, but this case particularly illustrated the different perspectives IDers (and their clients) could have whend etermining what that evaluation should look like.  Lindsey seemed primarily to be putting her focus on what would need to be done instructionally to implement CBL, but it seems like she'd need to be careful to lay out a clear evaluation plan and a good rationale for this plan.  Moving forward, in the design stage, I'll be even more mindful about the importance of clarifying my plans for evaluation so that all are in agreement on scope!

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The Leatherman tool is one of the most versatile and “all-in-one” tools ever made. When selecting a Leatherman for yourself, you’d want to choose one that fits your needs. You want it to contain everything you think you will need or might use, but nothing you don’t need.

This is how I view the Lindsey Jenkins case. The courses that are to be redesigned for SON are to meet the needs of the courses, but also would need to be versatile and adaptable to other courses at the institution as well.

It was very easy for me to focus on one huge challenge - the technology setbacks - but the main focus is on case-based learning design, giving learners opportunities to exercise critical thinking, and to plan for evaluating the courses.

https://www.leatherman.com/

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During this week's case, it was really evident to me that case-based learning is a great way for me, personally, to learn. When I'm analyzing a case on my own, I get my own ideas and solutions. During our discussions, my understanding of the case expands.
When designing courses using CBL, the designer has to understand how best to implement and what resources are required. When facilitating courses using CBL, the facilitator has to balance the right amount of being involved and stepping back.
Being part of Team 2 and choosing the Jenkins case, it really gave me great insight in everything we're doing in the LDT program!

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As part of Team 2 facilitating this week's discussion, my implicit bias for business and the workplace became evident to me in the Level 3 & 4 evaluation discussion. Lindsey needs to stay focused on the ID task at hand: redesign of charter courses to CBL. Assuming responsibility for areas outside of that scope not only loses focus and creates inefficiencies, but it exposes Lindsey to results that are outside of her control. As IDers, we need to examine our biases, measuring them against the ID tasks at hand versus our own belief system. Facilitators also become learners in case studies!

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Heart of a Constructivist-Meaningful Learning

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Heart of a Constructivist-Meaningful Learning

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As an educator, my professional philosophy is to provide meaningful experiences for my students. My definition of meaningful is when the students encounter learning that makes a connection to background knowledge and newly acquired knowledge by providing experiences that allow them to apply the skills in order to connect it to a real-world problem. The Lindsey Jenkins case allowed me to further analyze my philosophy and how I can relate it to adult learners who are learning professional workplace skills, such as nursing. Through my work on this case study and through discussions, I feel that the learning activities that would be most beneficial are hands-on collaborative opportunities and reflective exercises. The following quote that I used as the basis of a previous ID design kept coming to my mind as worked on this case. “Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves” - Chickering, A.W., Gamson, Z.F. (1987). Seven Principles for Good Practice in Undergraduate Education. The Wingspread Journal, 9(2). AAHE Bulletin.

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As I reflected on this week's case and discussions, the big takeaway for me is the value of case-based and problem-based learning. This ties back to learning theory discussions earlier in our program - specifically constructivism. In practical application in my own work as I'm coaching and training my team, I will strive to use CBL and PBL as learning tools which I believe will help my people learn quicker and retain knowledge.

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I entered the k-12 environment three years ago.  I was caught off guard by how much education devalues outsiders regardless of their level of education.  I have a bachelor's degree in HR and Marketing and an MBA; however, without a teaching license, I was seen as an outsider.  My experience caused me to focus on Vincent's lack of experience in K-12 and the importance of him showing an understanding of 'their world' to get their buy in and support.

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to understand another's experience.
For a taxpayer to know a teacher's life, a teacher to know an ID's skills, an ID to understand the mysteries of our education system...
It may sound trite, but I think that sentiment matters very much whenever we enter a new environment to start a new project. Any preconceived notions must be removed from our thinking if we are to fully develop any project and be successful as ID's. I wonder if any teacher met Peters with an open mind? It's okay to ask "Why him?" then embrace the opportunity to see one's business from a different perspective.

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I learned a lot this week about Universal Design of Learning which I think could be very helpful in instructional design. I can see how there can be different ways for individual students to learn and demonstrate learning within the common core standards, for instance. I also realized how implementation constraints need to be considered in designing training and instruction. In this case, the time available for training constrained the training design possibilities. 

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I learned a lot this week about Universal Design of Learning which I think could be very helpful in instructional design. I can see how there can be different ways for individual students to learn and demonstrate learning within the common core standards, for instance. I also realized how implementation constraints need to be considered in designing training and instruction. In this case, the time available for training constrained the training design possibilities. 

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This week my biggest struggle was taking off the teacher hat to look at all stakeholder needs from an ID perspective. I struggled to stay focused on the purpose of the training. It really helped me to go back to novice/experienced examples in the Ertmer and Stepich article to get back on track. I think this was good for me to see my weakness and biases when I have a better understanding of one of the clients. 

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This week my biggest struggle was taking off the teacher hat to look at all stakeholder needs from an ID perspective. I struggled to stay focused on the purpose of the training. It really helped me to go back to novice/experienced examples in the Ertmer and Stepich article to get back on track. I think this was good for me to see my weakness and biases when I have a better understanding of one of the clients. 

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My takeaway from this week is that Vincent needs to have a degree in mediation! Thorough analysis of each stakeholder’s needs and expectation is definitely warranted in order for his project to succeed. When initiating new standards in K-12 education (all levels of education for that matter) many layers will be affected by the solution. Variety is preeminent-grade levels, core subject areas, special education areas, local district administration, state and federal mandates/ assessments/administration, etc. There is no way Vincent can completely please the stakeholders in every layer. It is important for Vincent/any IDer to view the big picture and remain focused on the project goal.

As a teacher, I realize the passion that teachers have for their profession. Many teachers feel that their professional competence is jeopardized with every changing initiative. Countless times teachers leave their classrooms at the end of the day feeling as if they are on an island. Vincent’s plan for collaboration is a step in the right direction to reduce this fear for the teachers as they implement the CCRS in their classrooms.

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Similar to other classmates, I was a bit out of my comfort zone during this week, not having worked in the K-12 environment. I think I initially approached this week with a naive excitement. Excited to dive into a K-12 case study but naive in the sense that I didn't fully understand the scope of sensitivity surrounding the insider vs outsider issue with teachers and specifically regarding an outsider designing instruction for CCSS teachers. I was apart of team one and was tasked with facilitating the case study this week. I found benefit it collaborating with my  team mates as all of them had some level of K-12 experience. I also spoke with friends who are K-12 teachers and drew from their experiences and the additional readings, to gain a better understanding of constraints and what solutions should be.  This case was very complex. I think it helped us all understand some of the realities and struggles facing our education system and our teachers. I come away from this week with a deeper respect and sensitivity to all teachers and our education system as well as the students within it.

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Similar to other classmates, I was a bit out of my comfort zone during this week, not having worked in the K-12 environment. I think I initially approached this week with a naive excitement. Excited to dive into a K-12 case study but naive in the sense that I didn't fully understand the scope of sensitivity surrounding the insider vs outsider issue with teachers and specifically regarding an outsider designing instruction for CCSS teachers. I was apart of team one and was tasked with facilitating the case study this week. I found benefit it collaborating with my  team mates as all of them had some level of K-12 experience. I also spoke with friends who are K-12 teachers and drew from their experiences and the additional readings, to gain a better understanding of constraints and what solutions should be.  This case was very complex. I think it helped us all understand some of the realities and struggles facing our education system and our teachers. I come away from this week with a deeper respect and sensitivity to all teachers and our education system as well as the students within it.

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Because of the complexities of this case and my lack of knowledge of the subject, I was able to exercise my case based learning and instructional design expertise in ways I haven't before. Prior to this week demonstrating understanding of the analysis process was a struggle. This week added the layer of facilitation, causing me to think and analyze this case in a different way.

Thank you Teachers!!!

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The Vincent/Sanchez case was a complex one for me to process because I am in the education system as a teacher. There were some discussions surrounding this topic - Is it better to have K-12 experience to analyze this case? We can argue for/against that, but for me personally it was more difficult. I was challenged to take off my "teacher hat" and identify the actual audience. The teacher in me had the students interests in mind (as the end-user) but success for the ID'er in this case rests in meeting the clients needs, utilizing the teachers as the audience and SME's. In turn, the students needs are met as the end-user of the training.

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This weeks case and readings were very unfamiliar ground for me. I felt very outside of my comfort zone since I do not have any previous experience with an educational setting. Although this was outside of my job scope, I thoroughly enjoyed learning about how our educational system currently is and the challenges teachers and schools have today. To say the least, I have a whole new respect for teachers. I didn’t realize the new mandates and test preparation as well as special program teachers have to deal with. Teachers do so much for our youth and are not compensated or professionally developed the way they should be. This weeks readings, Burks found that researchers in case studies were not surprised that in spite of the inadequacy of the professional development designed to help teachers implement the Common Core, teachers are still confident that they can do the job and task at hand. My main takeaway for this week is a little more on the personal side, but we do not give teachers the credit they need and deserve! 

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This week was an eye-opener for me in may ways. Team 1's case study demonstrated why teachers understandably feel caught in the middle between administration and their students. They are the buffer between the two and, for an initiative like CCSS, they need to be on board with its implementation. Like most of us in the workplace, finding time for another initiative is exhausting. Vincent's role of a consultant in this case would perhaps be closer to the role of a SME facilitator, educating the teachers, designing collaboration time, then scaffolding his consulting services to help them as teachers grow as they take on this new challenge. The below image is meant to represent students, each with individual needs. I am in awe of teachers everywhere!

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Last week, for the Dixon case, my takeaway was that I get a better understanding of a case when discussing with peers. Discussions open my eyes to other perspectives and ideas.
This is the same takeaway I had for the Sanchez/Peters case. However, it was a different version of team work. Yes, it still helped to see other views for this case, but the team work this week was to move a project forward. If any outsiders (consultants) are designing a project for a group that they're not a part of, it helps if the outsider is able to become part of the group, validating the group's concerns and working with them for a solution.

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I learned about some of the perils of consulting this week. One of my goals is to eventually consult, and this case was a reminder that you need a lot of experience and communication skills. Consultants are often seen as the outsider, which adds an immediate barrier to their role in many cases. I know we have had consultants at my organization and. often felt the same way - that they were clueless!  It was interesting to consider the case-related constraints here and find ways Vincent could become a part of the system instead of an outsider.

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Getting to know your audience and partners

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Getting to know your audience and partners

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This week's case (and our discussion) was a great reminder for me about the importance of getting to know your audience and your partners as an IDer.  For me, it can be easy to have a laser-like focus on meeting the needs expressed by a client- while I might listen to the needs expressed by the audience or by my partners, I might not look deeply enough into the context surrounding these needs. In our discussions we repeatedly seemed to come back to the idea that Vincent really needed to do more to get to know the teachers- speak their language, find out more about what would motivate and engage them, and find out more about what they do to be able to collaborate with them on their level.  I will keep this in mind moving forward!

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This topic was eye opening to me in that I have a better perspective on the enormity of challenges in educating children in today's American society. When I was a high schooler some decades ago - I felt the teaching was poor, I didn't learn much. It seemed instruction went at the pace of the slowest student. In a society where we want to be "fair" and treat everyone the same... how do we provide quality education tailored to the educational needs of each student? This is a topic I'm sure a lot of minds better than mine have been working on... and I hope they come up with something good!! Maybe people from this class will contribute to the solution.

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One of the take-aways I had from this week's analysis and discussion was that some times giving clients what they want isn't always what they need. While I did not draw attention to this issue in my analysis, the weekly discussion caused me to really think about the value of the Aboriginal talent request from the client.  Did it really fit the scope of the project? While Aboriginies are native to Australia and a valued part fo their culture, how do this ethnic group relate to the Connections exhibit for the Aquarium and to water conservation?  While our first instinct as IDers is to find a way to please the client, there are times when it might be valuable to respectfully question/challenge their requests for the benefit of the finished product.

(P.S. My use of color is not an indication of importance for my post. When I was trying to figure out if my post actually uploaded, I discovered that you can change the backgraound and it looked cool. I love technology and figuring out how they can be used to their fullest potential.)

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Managing Client Needs, Wants, and Realities...

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Managing Client Needs, Wants, and Realities...

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Is something I have a great deal of experience with and it always surprises me the question or suggestion that finally gets through to the client and allows them to most clearly articulate their vision and allows for equally beneficial compromise. The more clients I work with, the more resources I put in my tool box to draw from later, the more likely I will be to have a happy client.

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This week's discussion activities were so valuable in helping me understand how to offer solutions that would satisfy the majority of the client's needs. It was helpful to see the evolution of our initial posts to the actual home screen images on Thursday. Learning from my peers and hearing about their experiences drove home the importance of prioritization and compromise in ID.

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This case was challenging for me and my thoughts progressed a lot through the discussion and assignment feedback. I think my biggest realization revolves around the role that the instructional designer has. I realized that a designer can't just change all of the project parameter to make everything work out, but has to work within the parameters they are given. Along those lines, I realized that the instructional designer can educate the client, but ultimately can't mandate aspects of the project. I connected it my mind to the role of contractors in home renovation....you tell them your big ideas, then they know what it will take to realize them (amount of time, money, etc.) or why they might not work, and once they relay that, you (the client) are the one that decides what you want them to carry out.

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Please watch below for my takeaways of week 3! See you all on the Discussion Board next week.

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Always looking to “wrap” things up, I tend to get philosophical. The Lynn Dixon case is one that I can do that very well. If I could wrap up my thoughts in nice package with a pretty bow - I’d say there were so many unanswered questions that would have been valuable to have answers to! Providing solutions based on these questions was a stretch for me.

So top takeaway - Ask the Right Questions to Gain the Vision.

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This week's case and discussion gave me an opportunity to consider how IDers must make choices during the design process! Lynn seemed to be working with an ambitious client that wanted everything but the kitchen sink in the final product, and Lynn needed to cope with her own constraints (the new platform), her clients' budgetary needs, and the audience's needs. In our sample designs, it seemed like many of us chose different points to emphasize based on our understanding of the case, but we all also made choices about what to leave out, or what to scale back so we could work within those constraints.

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This week, it became more clear to me that it takes a group to really understand various intricacies within a project. I have my initial stance when I'm doing my case analysis and our discussions broaden my understanding of the case and other solutions.

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In EDCI 577, Strategic Assessments and Evaluations, we learned about starting evaluations with the "results" end in mind. Taking that mindset as a foundation, then layering on top with this case analysis process, which requires the separation of ID issues from case-specific issues, seems like a strategy that will work in the future identification of solutions. With so many issues in the Lynn Dixon case study, it's all about the priorities! With my second case study analysis in the past, the strategy for analyzing future case studies is becoming clearer to me.

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I learned that you have to dig deep to identify the ID challenges. Whatever I think it is upon first reading is probably wrong. It's helpful to really let it marinate for a bit. I also notice that the group discussions really help me understand the case. I think in practice it makes more sense to collaborate whenever possible because my take is based on my own personal schema. We need others' to help solidify our stance.

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This case emphasized to me the comprehensive nature of a ID professional. To be an effective ID professional, one must also be effective as a project manager. In the right situation, maybe the roles are not quite as expansive as where Lynn found herself... but even a solid foundation in PM processes are helpful to the IDer in knowing how to position things.

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My main takeaways for this week were relating to the Sung and Mayer (2012) article. I never really thought about how irrelevant graphics could hurt learning than promote learning. In reading this article, I was made aware of not being a culprit of this in my job. At times, when I am creating a PowerPoint, training aid, or eLearning module, if there is an option to place a picture on the screen I do so just to give the slide more to it. Sung and Mayer’s (2012) concepts made me realize how important it is to always relate value-added graphics that are applicable to the instructional content and purpose. I was especially realized of this in a current project at work where a colleague of mine had high expectations similar to the SME (Ben) in the case study. I understand what it was like to be Lynn! I was in her shoes this week at work!

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My main takeaways for this week were relating to the Sung and Mayer (2012) article. I never really thought about how irrelevant graphics could hurt learning than promote learning. In reading this article, I was made aware of not being a culprit of this in my job. At times, when I am creating a PowerPoint, training aid, or eLearning module, if there is an option to place a picture on the screen I do so just to give the slide more to it. Sung and Mayer’s (2012) concepts made me realize how important it is to always relate value-added graphics that are applicable to the instructional content and purpose. I was especially realized of this in a current project at work where a colleague of mine had high expectations similar to the SME (Ben) in the case study. I understand what it was like to be Lynn! I was in her shoes this week at work!

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Lynn's vast range of learner goes beyond age and ability and also reaches into traditional, native and regional participants. Authenticity is another large part of her challenge. She has to incorporate all of this while remaining authentic in the presentation. I hadn't thought of her needing another SME, but perhaps she's going to need a SME to give her insight to how these cultural and language barriers have been addressed in a past or existing exhibits.
Also, I love that these are based on real cases. Michael Bishop's Rigglefish was a real game and the Aquarium at Cairns is a legitimate place. As I was researching for my case study and discussion responses, I found this short news story on the opening of the aquarium.  https://youtu.be/jqm2V3ssnmw

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I didn't put it together until our discussion time with this case study that the funding agency was Michael's true client, not the administrators. This makes sense, but it made me realize that while you have to make sure you fulfill the client's wishes, that may not be possible without pleasing other stakeholders as well. Michael's client is the funding agency, but if he couldn't please administrators and teachers then he wouldn't be able to fulfill the task he was hired for. This is particularly tricky when the client and stakeholders that you need cooperation and buy-in from have conflicting desires, as was the case with Michael Bishop. It was the same for the Craig Gregorson case....he couldn't develop the training for the training department (client) without legal's sign-off. So your choices become changing the viewpoint of some, or finding creative compromises.

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My takeaway this week was in understanding the importance of contingency plans for potential solutions. The second discussion this week really pushed me to think  about an effective strategy for teacher implementation, which I hadn't considered.  

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My takeaway this week was in understanding the importance of contingency plans for potential solutions. The second discussion this week really pushed me to think  about an effective strategy for teacher implementation, which I hadn't considered.  

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No A-Ha! moments in this case. Maybe a lesson

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No A-Ha! moments in this case. Maybe a lesson

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learned about ADDIE or, rather, that my knowledge of ADDIE is deficient.

I could not find any one point of view in this case with which to sympathize. I related to the teachers frustrated with being tasked with yet one more thing to distract from teaching; with Bishop for having to polish up his sales skills just to get the program into the schools for to obtain baseline evlauation data; with the kids for missing out on an learning activity they would actually enjoy.

This may be a good thing as it meant I was not so wrapped up in my own agenda and could evaluate the issue from all points of view.

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This case was so neat to discuss. Like many others, my case analysis did not include my final thoughts on the situation. I love the collaboration of really stretching one another.

One aspect of the discussions that I really liked was several classmates took me out of my comfort zone a bit and asked questions of me regarding "how". As students we often look at scenarios from a "best case scenario" perspective but if it were ME with that problem, how would I solve it. Those questions really help me.

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Michael Bishop’s case study enlightened me to thinking about ALL of the factors that are affecting his decision-making process. As a teacher, I am automatically drawn in to the teacher’s perspective and what the teacher should gain from the students’ using video game for learning. However, there are many other factors involved in getting his game out to other clients for piloting. Learning contexts could be very diverse and the type of learner will also be a key factor in the decision-making process.

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Michael Bishop’s case study enlightened me to thinking about ALL of the factors that are affecting his decision-making process. As a teacher, I am automatically drawn in to the teacher’s perspective and what the teacher should gain from the students’ using video game for learning. However, there are many other factors involved in getting his game out to other clients for piloting. Learning contexts could be very diverse and the type of learner will also be a key factor in the decision-making process.

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In the Michael Bishop case study analysis, my first ideas were not my final ideas. It takes time – think time – to deeply consider the situation and apply knowledge to create viable solutions. Throughout the week following my case study submission, my ideas deepened and strengthened when taking into consideration others' discussion posts. All this leads me to understand effective solution-finding should be an iterative and collaborative process. 

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In the Michael Bishop case study analysis, my first ideas were not my final ideas. It takes time – think time – to deeply consider the situation and apply knowledge to create viable solutions. Throughout the week following my case study submission, my ideas deepened and strengthened when taking into consideration others' discussion posts. All this leads me to understand effective solution-finding should be an iterative and collaborative process. 

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My focus for this case went to redesign so that Michael's product would fit the needs of the school setting. Through feedback on the case, I learned that focusing on the true client's (funding source) concerns would override the school concerns. I didn't see the funding source at the client even though they paid Michael. I saw them as funding the research, but I saw the school corporations as the client because they would ultimately buy the product after testing.

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This week I'm still learning how to drown out the "noise" within the cases. I'm learning that not everyone listed in the case is a stakeholder and not everyone's opinions count.
I also learned that it's good to try and see a situation from different perspectives. In my analysis submission for Michael, I suggested he test his game in whatever scenario was available, but in the discussions, I had to take the opposing view. I found that there's pros and cons for both sides.

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I learned a great deal from this weeks discussions in having a whole new perspective of the educational world. I have a whole new appreciation for teachers and how they are a key asset in many ID models such as ADDIE. For instance, the debates this week for YES and NO for Michael's game in the classroom made me see how valuable teachers should be considered with any new instructional content in the classroom. At the end of the day, if the teachers are not included, how successful would the new instructional material really be? They are the gatekeepers of the new programs! 

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I learned a great deal from this weeks discussions in having a whole new perspective of the educational world. I have a whole new appreciation for teachers and how they are a key asset in many ID models such as ADDIE. For instance, the debates this week for YES and NO for Michael's game in the classroom made me see how valuable teachers should be considered with any new instructional content in the classroom. At the end of the day, if the teachers are not included, how successful would the new instructional material really be? They are the gatekeepers of the new programs! 

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This week's discussion was a great opportunity for me to "flip the script" and think about the Michael Bishop case in a completely different way.  During my initial analysis, I'd argued that Michael needed to make significant design changes to make his implementation possible.  I'm glad I was assigned the opposite perspective!  Coming at the case from that perspective helped me to find much more of a middle ground in my final solution.

To sum it up, this week helped me to remember that IDers need to be willing to not only consider multiple perspectives, but dig deep in how they analyze these perspectives! It's easy for us to identify a solution that we can justify, and then to give a quick consideration of an opposing perspective.  A closer analysis and a deeper discussion really changed how I saw this case, though!

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As Dr. G advised in an email. One of my lessons learned this week has to do with Posting early and often. I found that i would check blackboard often this week for responses to my posts or my discussion with other classmates and i wouldn't see much there and I believe much of that had to do with me not posting earlier. I found this actually created more work because instead of me engaging in healthy discussion on a topic i was jumping from post to post feeling a bit  disjointed in my discussion with peers. Another lesson learned specific to the DB was the importance of ensuring people (as many as possible) travel the journey (Project) with you as much as possible and from start to finish if possible. There is so much more buy-in created that way. I think this case would have had a much different turnout if more of the school staff felt a bit of ownership to the project and students. I think this would have resulted in more alignments created for the teachers resulting in the requested and needed close adherence to state standards. I have found this to be true in my work and personal life. An example is my kids... Something as simple as them helping me cook dinner has  such a drastic effect on what and how much they eat of dinner and as i said, I find this to be true across the board. I understand its not always possible and sometimes muddies the waters, so to speak because too many people,as in the case of Craig Gregersen, can convoluted the message. But also in the case of Craig Gregersen, I believe it would have been hugely beneficial to work much more closely with legal. My job has required us to re-read Stephen R. Covey's 7 Habits of Highly Effective People. I find this very lengthy post can be summed up by Habit 5 "Seek first to Understand, then be understood"

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As Dr. G advised in an email. One of my lessons learned this week has to do with Posting early and often. I found that i would check blackboard often this week for responses to my posts or my discussion with other classmates and i wouldn't see much there and I believe much of that had to do with me not posting earlier. I found this actually created more work because instead of me engaging in healthy discussion on a topic i was jumping from post to post feeling a bit  disjointed in my discussion with peers. Another lesson learned specific to the DB was the importance of ensuring people (as many as possible) travel the journey (Project) with you as much as possible and from start to finish if possible. There is so much more buy-in created that way. I think this case would have had a much different turnout if more of the school staff felt a bit of ownership to the project and students. I think this would have resulted in more alignments created for the teachers resulting in the requested and needed close adherence to state standards. I have found this to be true in my work and personal life. An example is my kids... Something as simple as them helping me cook dinner has  such a drastic effect on what and how much they eat of dinner and as i said, I find this to be true across the board. I understand its not always possible and sometimes muddies the waters, so to speak because too many people,as in the case of Craig Gregersen, can convoluted the message. But also in the case of Craig Gregersen, I believe it would have been hugely beneficial to work much more closely with legal. My job has required us to re-read Stephen R. Covey's 7 Habits of Highly Effective People. I find this very lengthy post can be summed up by Habit 5 "Seek first to Understand, then be understood"

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Jasmine Stepp

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It was interesting for me to see the standpoints we took when forced. I happened to fall into the group that my views aligned with, but was quickly able to see how viable both sides of the debate were. I hadn't realized how useful research could be in this field. I'm accustomed to using it in clinical practice to plan, change and implement treatment options. I hadn't, however, considered the use of it in everyday ID practice. Evidence-informed practice can help support our decisions and processes while we work within models like ADDIE.

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It was interesting for me to see the standpoints we took when forced. I happened to fall into the group that my views aligned with, but was quickly able to see how viable both sides of the debate were. I hadn't realized how useful research could be in this field. I'm accustomed to using it in clinical practice to plan, change and implement treatment options. I hadn't, however, considered the use of it in everyday ID practice. Evidence-informed practice can help support our decisions and processes while we work within models like ADDIE.

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Reflecting back on my post from 513 was enlightening. At the beginning of this LDT degree I had a narrow vision of the scope of an ID role. Today, I see LDT is seldom only about instructional design but there are other performance factors and stakeholders to consider. I have come to the realization that I would not want it any other way. Craig has his work cut out for him but therein lies the challenge and the reward of this ID/HPT field. Building consensus and gaining feedback is an inherent part of the iterative process of ID.  

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Reflecting back on my post from 513 was enlightening. At the beginning of this LDT degree I had a narrow vision of the scope of an ID role. Today, I see LDT is seldom only about instructional design but there are other performance factors and stakeholders to consider. I have come to the realization that I would not want it any other way. Craig has his work cut out for him but therein lies the challenge and the reward of this ID/HPT field. Building consensus and gaining feedback is an inherent part of the iterative process of ID.  

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The key takeaway for me from the case was that initially I viewed all three key stakeholders viewpoints as "gospel truth". Going back to the basics - what Craig was hired to do was important to see possible solutions. As an internal training professional, it was difficult for me to not want to solve internal organizational issues. The focus of an ID professional should remain on the ID issues and to accomplish what they were hired to do.

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My key takeaway this week was in understanding how to accurately identify the problem. I confused some of the key id roles, Louise as the client and Stan as the audience. This misstep had a big impact on the way I identified issues and provided solutions. Looking back, I see that I made assumptions early on and took statements at face value.

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Hey everyone, below is my short video on the lesson learned from this week - which is to really understand who the key stakeholders are and what roles they play; understand what's required for the project & what's "noise"; solutions that are viable and make the most stakeholders happy.

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Hi everyone!  I have a quick video (less than a minute) about my main takeaway... ID cases and scenarios are complex and require our expertise since things aren't always so cut and dry!

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My biggest take-away from the discussion is probably how to figure out what the main challenge is among so many apparent issues. I learned that it helps to think of the ID challenge in terms of what the designer is hired to do. Distilling down the problem is a trickier process than I thought it would be, but the discussions helped me better see the thought process for doing so. I think it requires stepping back from all the details for a minute to get some perspective.

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It is one thing to connect previous experience to a project, but quite another to be governed by it; that creates bias. If one gives in completely, the entire design process can go off the rails. So, acknowledge your experience but validate it against the evidence of the case to ensure you remain true to the purpose of the design problem.

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My key take away is the far reaching effect of communication among and between stakeholders. In the end, there is a common need; however, everyone had additional isolated expectations from the training. I realized how important it is for the ID to collaborate across the team as the design progreses. 

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My key take away is the far reaching effect of communication among and between stakeholders. In the end, there is a common need; however, everyone had additional isolated expectations from the training. I realized how important it is for the ID to collaborate across the team as the design progreses. 

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The key takeaway this week for me was seeing how different people's impressions can be of the same case. Although we were on similar tracks, there were different thoughts being shared. The review program was very helpful, and I realized that the analysis phase doesn't have to be as intensive as I had originally thought!

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The main takeaway for me was referencing back to my 513 post. It was great to see how far I have advanced in the LDT field in just a short year from beginning of starting the program. I was truly MIND-BLOWN!

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The key take-away for me this week was that starting by defining the roles is super important as a first step to build a framework for case analysis.