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Challenge 1: Create a vision of change that aligns learning and performance goals with organizational goals
Criteria for successful completion of this challenge: Evidence of a vision change/creation that aligns with learning goals, performance goals, and/or organizational goals (e.g., big picture, company standards, etc.). Reflection must address: How did you arrive at your redesign (i.e., new vision and interventions) and how it aligns with learning goals, performance goals and/or organizational goals–consider the dialogue and negotiation needs that were considered in the planning process during this vision of change?
Examples: include but are not limited to:
EDCI 528 – Solutions & Change Management
EDCI 564 – Final Project
EDCI 573 – Full proposal and artifacts from practicum
EDCI 633 – Project foundations case analysis
EDCI 672 – Case analysis
Reflection
I present a case analysis I completed as part of my coursework for EDCI 672, “Advanced Practices in Learning Systems Design,” in the Fall of 2022. I analyzed the case titled “Designing an Interactive Kiosks to Celebrate World Wetland Day.” The case study involves Lynn Dixon, an instructional designer employed by Telopea Learning. She is tasked with developing an interactive kiosk for their client, The Aquarium Marine Park in Cairns. The client requests that the kiosk entertain and inform visitors about wetlands to celebrate World Wetlands Day. Numerous stakeholders are involved, and in the early stages of the project, Lynn perceives a lack of agreement on the final project scope and degree to which it aligns with the organizational goals.
I began my analysis of this case by first collecting information and categorizing the various stakeholder interests. Next, I identified several instructional design challenges at this stage in kiosk development. I assessed that the project, as presented in the case study, was in the analysis phase of the ADDIE model. I also identified multiple constraints to the project. Once I had identified the instructional design challenges and project constraints, I ranked each item based on priority. My final analysis showed that the primary problems were an ill-defined project scope and statement of work. I reached this conclusion based on the interactions between Lyn and the stakeholders in this case. It became evident that the project scope expanded as each stakeholder desired to add their version of the final project. As the instructional designer, Lynn must navigate and negotiate this environment to find a solution that is amenable to all parties. Based on these findings, I proposed that Lynn change the design document and align the design with a new, agreed-upon statement of work. Before moving forward with the project, this step is critical to address all stakeholder concerns and meet the organizational learning goals.
Before this course, I had completed case study analysis work on electrical instrumentation troubleshooting and organizational crisis management. The Lynn Dixon case allowed me to put into practice my knowledge of the ADDIE model and project management skills. My existing project management knowledge comes from prior coursework using the Project Management Body of Knowledge (PMBOK) related to the construction industry. Throughout my case analysis process, I found clear parallels between this instructional design project and other projects I have worked on.
This case and several others I completed thus far in my graduate program have raised my appreciation for the role of an instructional designer as a project manager, problem solver, and relationship builder. I look forward to my continual development in stakeholder management and developing a keen sense of identifying and suggesting solutions to key project challenges.
Challenge 2: Create a plan for the dissemination and/or the diffusion of the interventions
Criteria for successful completion of this challenge: Evidence of communicating (disseminating) the vision to stakeholders and/or achieve organizational-wide adoption (diffusion). Reflection must address: Explain why your plan for dissemination and diffusion is appropriate for the needs and culture of this organization.
Examples: include but are not limited to:
EDCI 528 – Solutions & Change Management
EDCI 564 – Final Project
EDCI 573 – Full proposal and artifacts from practicum
EDCI 633 – Project Foundations case analysis
EDCI 672 – Case Analysis
Reflection
I present a case study analysis I completed during coursework in EDCI 672 titled “Paul Lindley: Designing a Video Game for History Education.” This artifact demonstrates my competency in designing a dissemination plan to stakeholders that satisfies the organization’s goals and meets the learners’ needs. The case study involves developing a learning intervention based on the Japanese internment camps during World War 2 and the subsequent racial injustices. The project aims to provide a historically accurate description of the events and how US citizens can learn from past mistakes.
I identified several challenges during this project’s analysis and design phase. These included time constraints to implement the new curriculum, how to handle sensitive topics of race and ethnicity, striking a balance between education and entertainment, and technological impediments to access for all learners. My analysis conclusion presented a clear message to stakeholders on these issues. I suggested a mobile app development that facilitates out-of-class progression and teacher monitoring to address the time issue. I carefully weighed the parent’s and educators’ inputs on the sensitive racial topics of this period in history. My analysis also included a gamification aspect that promotes engagement without glazing over cruel camp realities. I meticulously identified each project constraint and ideated solutions to present to the stakeholders. This clear vision ensures that the final design is appropriate for the needs of the learners and the organization.
Reflecting on past projects I have been involved in, I remember the stakeholders were often unaware of the planned interventions during each stage. I viewed my design role as more technical than marketing. I have grown in my appreciation for communicating with stakeholders and ensuring our visions align. This team approach leads to final products that meet the learner’s needs and integrate with the existing organizational culture. Instructional design cannot effectively be performed in a vacuum. Instead, communicating my vision and planning for the stakeholder’s needs are essential.
The topic of this challenge is an area that I would like to explore further. The Kirkpatrick Model comes to mind as I consider frameworks to apply in this area. As an ID professional, I am curious about success stories where the learners adopted a training product that led to significant behavioral changes and measurable results. To continue growing, I look for opportunities to review cases where the dissemination and diffusion of intervention were highly successful.
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