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    Instructional Design Case Studies

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    Part I: Read the attached case study file (CaseStudy2) of Terry Kirkland. After the reading it, read the online version of the same case study at http://teach.virginia.edu/go/ITcases/Terry/#Scene4. Answer the following questions:

    1. Using research sources, discuss THREE instructional methods used in the Kirkland case situation.
    2. What instructional design resources might have been used in order to produce and develop the materials to support each of the methods?
    3. Explain how each method supported, or did not support, student-centered, constructivist characteristics of learning.

    Part II: Read the attached case study file (CaseStudy3) of Terry Kirkland. After the reading it, read the online version of the same case study at http://teach.virginia.edu/go/ITcases/Terry/#Scene5. Based on the reading of the two versions of the case and the knowledge of evaluation of instructional products, what are the research-supported responses to the following questions:

    4. Discuss the presence or absence of an evaluation plan for summative evaluation in the course described in the case.
    5. If elements of a good plan are missing, what action would you recommend to the design team and stakeholders?

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    Solution Preview

    You probably already know this, but it is worth mentioning anyways. As an OTA with BrainMass, I do NOT complete assignments or parts of assignments for students. Rather, it is my job to provide direction and guidance, so that you will be in a better position to complete your own assignment. This is listed clearly on the BrainMass site as well, so you probably know this already.

    This look's like an interesting assignment, though, so let's see where I can be helpful

    There are several cases where there is evidence of instructional strategies being demonstrated in the Kirkland case. First of all there are intellectual skills, which is a process that needs capacity to translate knowledge and ability to actual performance. Sometimes these intellectual skills can be confused with cognitive abilities, although, knowledge and ability are used to analyze, summarize, make judgments, and recommend courses of action to be taken. Its direction is toward action even though it can be confused with cognitive abilities. For instance, in the Kirkland case as example of intellectual abilities is when the group is discussing the issue of the resumes employers want. ".....and so I think that we should reconsider the objectives for the workshop instruction. It seems clear that resumes and employment applications, though clearly important, are not what potential employers indicate they most want to see in their new employees." (Terry Kirkland. 2005). Also, it was clear to see that when Len was making evaluations on the learning outcomes he wanted the students to be able to indicate the steps the team will use to solve each problem. This in itself requires thinking and analysis on the problem at hand therefore representing intellectual skills.

    Second, when the declarative stage is apparent an ...