Abstract
The field of Instructional Systems Design (ISD) provides models from which instructional changes can be designed and implemented. In ISD programs, students develop skills in the application of this process and apply these skills in a variety of settings. Although our models also provide a framework from which program change can proceed, few examples exist of the application of ISD to the design of an educational system (Squire, 1999). In this paper we describe the application of Opportunity Initiated Systems Design, apractitioner-based ISD model, in light of our own formative evaluation and program revision of the Instructional Design and Technology program at the University of Iowa. In this case study, we found that the communication of shared definitions was critical and that the probabilistic nature of the model was not a limitation but rather a prompt for further opportunities.
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