Cognitive

The Context

Working with my partner, Elizabeth Rest, we analyzed a case study regarding two instructional designers who had been recruited to develop an online version of a face-to-face workshop. These designers had conflicting views on approaching their assignment, prompting the major obstacle in the case study.

Rest and I presented the findings in an online presentation using two perspectives:

1. As a third party who is retelling the “story” of the case study, and identified the objectives, challenges, and stakeholder needs.
2. As an instructional designer who is personally invested in the case study and “hired” to make recommendations supported with evaluative assessment.

Demonstrating the Competency

After analyzing the case study from a performance perspective, Rest and I began by identifying the case study goals and objectives, then later made several evidence-based recommendations. We addressed several development challenges by synthesizing: 1) advantages and disadvantages of transitioning the face-to-face curriculum to an online workshop, 2) the two recruited instructional designer’s perspectives on how to transition the course, and 3) learner/ audience needs. We made several recommended e-Learning solutions taking into account the project timeline and stakeholder requirements, as well as providing a defined measurement of success.

The Unexpected

Working through this case study highlights the importance of approaching an instructional design challenge systematically. I need to follow appropriate instructional guidelines before I can propose recommendations to the client. Also, it is very crucial to interact effectively and recognizing various stakeholder perspectives.

Personal Outcomes

My successful completion investigating and presenting this case study demonstrates my capabilities to:

• Analyze the role of learning in a client’s organization.
• Incorporate various perspectives and theories to develop an effective solution, such as, cognitive load, motivation, attitude change, decision-making, transfer and judgment enhancement.
• Synthesize evidence-based data to legitimize recommendations.

Resources

Erther, P.A. & Quinn, J. (2002). The ID Case Book: Case Studies in Instructional Design 3rd ed. Prentice Hall