The Id Casebook

First Published in 2017. Routledge is an imprint of Taylor & Francis, an Informa company. The Fourth Edition of this highly regarded problem-solving text presents 30 realistic case studies in a wide range of authentic contexts, from K-12 to post-secondary, corporate, and manufacturing. The cases and their accompanying discussion questions encourage ID students to analyze the available information, develop conclusions, and consider alternative possibilities in resolving ID problems.

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.

First Published in 2017. Routledge is an imprint of Taylor & Francis, an Informa company.

With 20 cases, this is a thorough revision of the only ID casebook available. The thirty-six richly-detailed, authentic cases are all written by practicing instructional designers—and have been carefully chosen to provide enough depth to develop competence. Alphabetical arrangement by instructional designer hides case “problem” behind the anonymity of the designer, keeps the case titles from alerting learners to the issues involved, and challenges them to identify and define the challenge on their own. A thoughtful introduction to the book written by the editors speaks to the readers directly and takes them, step-by-step, through the case study method—explaining the study of cases in supportive, accessible language that will allay any fears of users unfamiliar with this type of learning. By giving readers opportunities to encounter many different challenges in a variety of settings (corporate, K-12, higher education) involving a range of issues and subjects, these cases effectively bridge the gulf between the complexities of the design world and the principles taught in ID courses. For future instructional designers.

Presents languages and notation systems of ID and the integration of these technologies in education.

This book delves into two divergent, yet parallel themes; first is an examination of how educators can design the experiences of learning, with a focus on the learner and the end results of education; and second, how educators learn to design educational products, processes and experiences. The book seeks to understand how to design how learning occurs, both in the instructional design studio and as learning occurs throughout the world. This will change the area's semantics; at a deeper level, it will change its orientation from instructors and information to learners; and it will change how educators take advantage of new and old technologies. This book is the result of a research symposium sponsored by the Association for Educational Communications and Technology [AECT].