The fifth edition of The ID CaseBook provides instructional design students with 26 realistic, open-ended case studies that encourage adept problem-solving across a variety of client types and through all stages of the process. After an introduction to the technique of case-based reasoning, the book offers three sections dedicated to K-12, post-secondary, and corporate clients, respectively, each composed of varied, detailed cases created by instructional design experts. The cases and their accompanying discussion questions encourage students to analyze the available information, develop action plans, and consider alternative possibilities in resolving problems. The esteemed editor team of Peggy A. Ertmer, James A. Quinn, and Krista D. Glazewski continue their considerable contribution to the teaching of instructional design with this thoroughly revised and updated volume.
Table of Contents
Foreword, Elizabeth Boling. Preface. Case Matrix. About the Authors. I. The Case-Learning Process: Strategies and Reflections, Peggy A. Ertmer, James A. Quinn, and Krista D. Glazewski II. Case Studies 1. K-12 Audience/Context 1. Michael Bishop: Implementing Gaming Technologies in Traditional K-12 Contexts, Susan Pedersen 2. Paul Lindley: Designing a Video Game for History Education, William R. Watson 3. Michelle Marshall: Developing a New Initiative for Use in Teacher Evaluation, Catherine Colagross Willoughby 4. Sandra Sanchez and Vincent Peters: Helping a School Prepare for a New Mandate, Theresa A. Cullen and Sheila R. Rulison 5. Maya Thomas: Implementing New Instructional Approaches in a K-12 Setting, Chandra Hawley Orrill and Janette R. Hill 6. Roger Allen, Ayla Gunes, and Grant Ellis: Designing and Conducting Late-stage Project Evaluation, Gamze Ozogul 2. Post-Secondary Audience/Context 7. Suzie Beckett and Adam McSweeny: Developing a Role-Playing Simulation, Enilda Romero-Hall 8. Jennie Davenport and Pedro Lopez: Converting a Powerful Workshop to an Online Format, Simon Hooper and Aaron Doering 9. John Falkin: Designing an Online Graduate Seminar, Thomas Michael Power 10. Helen Ginn: Evaluating a New Driver Training Program for Teenagers, Molly M. Lane 11. Lindsey Jenkins: Piloting Case-based Learning in a Blended Learning Nursing Curriculum, Xun Ge and Kun Huang 12. Mark Jones and Sue Gulick: Meeting Challenges in the Design and Delivery of a University-wide First Year Experience Course, M. J. Bishop and Allison W. Gulati 13. Amelia Kelly, Sara Brody, and Andrea Huffman: Designing a Military Think-Tank Workshop, Adrie A. Koehler, Erin D. Besser, and Jennifer C. Richardson 14. Victoria March: Tacking Complex Content and Managing SMEs, Valerie Morgan and Monica W. Tracey 15. Megan Martin: Redesigning a Course to Promote Equity and Increase Student Success, Michael L. Wray and Brent G. Wilson 16. Tess Primeau: Redesigning Curriculum for International Learning Contexts and Global Partnerships, Carole Hruskocy 17. Parvathy Ramanathan and Mohana Ganesan: Redesigning a Workshop to Increase the Impact of Social Workers’ Efforts in a Developing Country, Sangeetha Gopalakrishnan 18. Camille Suarez: Redesigning Curriculum for Hybrid Training in a Public Health Setting, Julie Jabaley and Laurie Brantley-Dias 3. Corporate Audience/Context 19. Desmond Brower: Handling Challenges when Subcontracting as an External Needs Assessor, William L. Solomonson 20. Lynn Dixon: Designing an Interactive Kiosk to Celebrate World Wetlands Day, Christie Nelson 21. Craig Gregersen: Balancing a Range of Stakeholder Interests When Designing Instruction, Stephen Dundis 22. Scott Hunter: Developing Online Assessment in an International Setting, David L. Solomon 23. Natalie Morales: Managing Training in a Manufacturing Setting, Krista D. Glazewski and Shanna M. Hicks 24. Fiona Roberts: "Joyne-ing" the Learning Team at a Startup Company, Freddi Rokaw 25. Andrew Stewart: Managing Consulting Activities in an Evaluation Context, Steven M. Ross and Gary R. Morrison 26. Jack Waterkamp: Managing Scope Change in an Instructional Design Project, Shahron Williams van Rooij
Peggy A. Ertmer is Professor Emerita of Learning Design and Technology in the College of Education at Purdue University, USA.
James A. Quinn is Associate Professor in the Department of Organizational Leadership at Oakland University, USA.
Krista D. Glazewski is Associate Professor and Chair of the Department of Instructional Systems Technology in the School of Education at Indiana University Bloomington, USA.
"The ID CaseBook allows students to experience diverse and complex real-world case studies that reflect the problem-solving and multidisciplinary nature of instructional design. Whether you are teaching introductory or advanced-level ID courses, novices or experienced practitioners, chief learning officers or learning leaders, The ID CaseBook has a case for every audience, topic, context, and ID process."
—Nada Dabbagh, Professor and Director of the Division of Learning Technologies in the College of Education and Human Development at George Mason University, USA
"Situating the complexity of instructional design in cases is critically important in helping future instructional designers construct usable knowledge. The fifth edition of this seminal resource expands the cases to cover the kinds of complex content needed to design for professional and higher education settings as well as deal with complicated and timely social issues."
—Cindy Hmelo-Silver, Barbara B. Jacobs Chair of Education and Technology and Professor of Learning Sciences at Indiana University, USA
"I love using the authentic situations presented in The ID CaseBook with my students. It gives them the opportunity to wrestle with problems instructional designers face in practice, making everything more concrete and real."
—Heather Leary, Assistant Professor of Instructional Psychology & Technology at Brigham Young University, USA
"The purpose and pedagogy of this text follow the case method, indicative of Harvard Business School. The details of the cases and the analyses suggested by the end-of-chapter questions provide a structure for guiding learning goals. Moreover, the variety of topics, contexts, and scope of the cases offers authenticity to instructional systems design for both novice designers, who may have little practical experience applying ISD, and experienced designers, who may benefit from analyses across varying contexts. This text is a valuable resource for introductory and advanced courses."
—Michael M. Grant, Associate Professor and Educational Technology Program Coordinator at the University of South Carolina, USA
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