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A Case Study of Instructional Design Practices: Implications for Instructional Designers.

Mann, Edward

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Abstract: High tech organizations such as Storage Technology Corporation (STK), a producer of hardware and software within the mainframe, mid-range, and open systems (networked) environments, are increasingly under pressure to both reduce cycle time in bringing newer technologies to an international marketplace and produce timely and effective instruction. Traditional cascaded Instructional Systems Design (ISD) Models, assumed to be in common practice, are used as processes at STK. A survey was distributed to determine which steps are followed in an ISD model and why certain steps are omitted, with a 69% response rate. Findings indicate that the models are not followed because employees do not understand all the steps or do not have the time to complete them, or because decisions have been preempted prior to the project getting to the instructional designer. The ability of ISD models to meet instructional designer needs is discussed in light of the inquiry. Findings suggest that traditional ISD models, after which STK processes are patterned, are not followed, and therefore not of value to the corporation other than to satisfy a need to implement a standard for doing business. (Contains 10 references.) (SWC)

Title: A Case Study of Instructional Design Practices: Implications for Instructional Designers.
Author: Mann, Edward
Note: 10p.; In: Proceedings of Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology (18th, Indianapolis, IN, 1996); see IR 017 960.
Publication Year: 1996
Document Type: Project Description (141); Conference Paper (150)
Target Audience: Media Staff and Students and Parents and Practitioners
ERIC Identifier: ED397816
Clearinghouse Identifier: IR018004