Katie Clayton

EDCI 672
Case Study 3
September 17, 2013
Lynn Dixon

1. Key Stakeholders
Stakeholder Primary Concerns
Lynn Dixon (lead
designer at Telopea)
Excited to be working on a new innovative project but concerned
about how much Janette has promised the client with such budget
restraints. Product must meet the needs of a very diverse population
of learners, with extensive content and special effects that were
promised. Concerned about the budget restrictions. At the end of the
day, needs to deliver a high quality product within the budget
restrictions.
Janette Parks (project
manager/sales at
Telopea)
Pleasing the new customer The Aquarium. Wants final product to
have as much content as possible and as flashy as possible as well.
Has already promised a swooping Eagle to the client.
Ben Williams
(Education manager at
the Aquarium - SME)
Very excited about the project. Has high expectations for the final
product with large amount of content and several special effects.
Wants it to be the best experience possible for visitors to the
Aquarium.
Laura (project sponsor
government but also
the client)
Also wants a high quality product. Finds Bens enthusiasm contagious.
But firm on the budget for the project. Wants to only be involved in
final sign off and let Ben handle the details during development.
Visitors to the
Aquarium (Learners)
Want an enjoyable experience during their visit to the Aquarium.
Something that meets their needs which could be children, teens,
young adults, adults, or elderly, national and international authorities
and visitors.


2. Key Design Challenge
The key design challenge in the Lynn Dixon case is designing and developing the instruction
appropriately to fit the needs of a very diverse learner population. While the Aquarium has
asked Telopea to create this product, a complete Needs Analysis has not been completed which
has made the project even more challenging. There are other case specific issues that
Katie Clayton
EDCI 672
Case Study 3
September 17, 2013
Lynn Dixon
compound the design challenge including budget constraints, over promising to the client,
extensive content and diverse learner population. The very diverse population of learners is the
biggest case specific challenge Lynn faces. Regardless of the budget or time, or original promises
made, Lynn must tackle the issues of so many learners head on in order to complete this
project. But the budget constraints certainly make it even more difficult, mostly due to Janette
over-promising to the client during their first meeting before bringing Lynn on board. The
amount of content the client wants in the product is also a challenge, as there is a request to
record an Aboriginal Dreamtime story which may need more funding to achieve (Ertmer,
2014).
3. The readings for this week, point out several key areas that typically fail in multicultural work
environments and while that is an element in this case. It also seems that these same issues
occur between companies of the same cultural background as many of the issues are
communication related. In this particular case failure to clarify operational objectives by
achieving a clear and shared understanding of work objectives, performance targets and
management responsibilities is definitely a place where the lack of communication between
Janette and Lynn prior to making promises to the client created tension and headache for Lynn
in the design process (Kealey, Protheroe, MacDonald, Vulpe, 2006). Additionally, realistic goals
were not set in this particular case when taking the budget constraints into account (Kealey et
al., 2006). The failure to set realistic goals has Ben excited and asking for more of something that
likely will not be able to be delivered on. This could have been avoided had all parties involved
been consulted and consensus built before promises were made (Kealey et al., 2006).
Katie Clayton
EDCI 672
Case Study 3
September 17, 2013
Lynn Dixon
My own personal experience at work also provided perspective to this case study. I very often
work with individuals that have very lofty goals and ideas with little understanding of what
accomplishing those goals actually translate to in dollars and time.
4. Reasonable Solutions
Work with Ben and Laura to record one or two Aboriginal stories. Regarding the soaring
eagle, work with the graphic design team to create the best available option. Otherwise
continue forward with the design plan as is.
Inform Ben that the current budget constraints will not allow for creation of a soaring
eagle animation he was hoping for but that if he can identify someone of Aboriginal
decent to do the storytelling they can certainly work that into the kiosk system. Lynn
then can use what she has saved on the eagle animation to address some of the issues
of diverse learner population. Also, I am making the assumption that Lynn believes the
creation of the game will help reach the school aged children audience; therefore she
agrees to include a simple game in the kiosk system
5. Pros & Cons
Recommendation 1: Work with Ben and Laura to record one or two Aboriginal stories.
Regarding the soaring eagle, work with the graphic design team to create the best
available option. Otherwise continue forward with the design plan as is.
Pros Cons
Includes Aboriginal stories in the kiosk system
which Ben is very passionate about.
Does not address the issues of the diverse
learner population. Will not likely make Laura
very pleased with the final product.
Katie Clayton
EDCI 672
Case Study 3
September 17, 2013
Lynn Dixon
Includes the best available option for the
soaring eagle animation which Ben is also very
excited about and Laura agrees would be very
neat.
What graphic design is able to do within the
budget may not be what Ben and Laura had
pictured and they will be unhappy with it
either way
Not meeting the needs of all of the learners
may result in not being hired in the future.

Recommendation 2: Inform Ben that the current budget constraints will not allow for
creation of a soaring eagle animation he was hoping for but that if he can identify
someone of Aboriginal decent to do the storytelling they can certainly work that into
the kiosk system. Lynn then can use what she has saved on the eagle animation to
address some of the issues of diverse learner population. Also, I am making the
assumption that Lynn believes the creation of the game will help reach the school aged
children audience; therefore she agrees to include a simple game in the kiosk system.
Lynn should also discuss with Laura, what she envisions to address the needs of the
international population of visitors, if she sees translation as a necessity or believes the
visual nature of sections 3 & 4 of the project will be sufficient to meet the needs of that
audience.
Pros Cons
Will be able to address the issue of meeting
the needs of as many target learners as
absolutely possible.
Will greatly disappoint Bent that there is no
soaring eagle animation in the project.
Katie Clayton
EDCI 672
Case Study 3
September 17, 2013
Lynn Dixon
Includes Aboriginal stories in the kiosk system
which Ben is very passionate about, and will
likely appeal to the elderly population. And will
assist Lynn in captivating another audience.
Puts more pressure on Lynn to develop a
complex product and continue to keep it
under budget.
Includes a simple game that will draw in the
school aged children to the product
Translation would be very costly and Laura
would have to decide if that is a viable option
or not.


6. Final Recommendation:
For this case, I believe recommendation 2 is the best recommendation. Because budget
constraints with such a large, diverse audience group is the main constraint to development,
recommendation 2, provides a nice compromise to address all of the issues. While a fun
animation at the beginning would be nice and ideal, it is not a necessity for this project. Other
visual and interaction portions of the kiosk provide significantly more content in a fun way,
providing more bang for the buck. If Ben can identify someone of Aboriginal decent and fly
them to Telopea to record stories, that would save Telopea the cost of hiring an actor and would
allow them to proceed with that portion of the project. This portion of the project has the
possibility of drawing in a wide variety of the population of the learners from kids who like to
hear stories, to elderly who like to tell stories to adult that like to reminisce on listening to
stories as a kid. If Lynn can indeed easily and inexpensively add a simple game to the design that
would greatly help reach the school aged children audience. The rest of the proposed content
generally meets the needs of the adult learner population and those very interested in
Katie Clayton
EDCI 672
Case Study 3
September 17, 2013
Lynn Dixon
wetlands. But Lynn should also discuss with Laura, what she envisions to address the needs of
the international population of visitors, as that group has not sufficiently been address. One
option would be to translate the most important section of the kiosk. The challenge with
translation is what languages should the material be translated to and what languages should it
not be? Does Laura even see translation as a necessity? Or is the visual nature of sections 3 & 4
of the project sufficient to meet the needs of the international audience?

7. References:
Ertmer, P.A., Quinn, J.A., & Glazewski, K.D. (2014). The ID CaseBook: Case studies in instructional
design (4
th
ed.). Upper Saddle River, NJ: Pearson.
Kealey, D.J., Protheroe, D.R., MacDonald, D., & Vulpe, T. (2006). International Projects: Some
lessons on avoiding failure and maximizing success. Performance Improvement, 45:3,
38-46.