Compelling Case Experiences; Performance, Practice, and Application for Emerging Instructional Designers

Abstract

Instructional design (ID) case studies, which pose authentic ill-defined design problems in realistic environments, can help instructional design students bridge the gap between novice and expert practice. Over the past three years, we have explored aspects of this educational approach through the development of Web-based ID cases at the Curry School of Education, University of Virginia. This paper begins with a look at case study methods and how they are used to help students gain experience in professional practice. We describe the design and development of our Web-based ID Case Competition and follow with a report on the competition involving seven universities. Officials and students felt that the case experience was valuable for developing ID expertise and preparation for professional practice. These advantages, and the opportunity for team collaboration, were noted as motivators for participation. Most of the students were enthusiastic about the inclusion of emergent ID and performance technology issues in the case and felt the experience expanded their knowledge of ID practice and application. We close with a discussion of implications for professional development and recommendations for future development activities.