1

Course Project: Case Study 27

Sara Thompson

Post University

EDU 626 Learning Design Analysis

Dr. Kathy Milhauser

November 10, 2020

 2

Project: Case Study 27

Case study 27 Rapid Design Approach to Designing Instruction was chosen for this

course project for two reasons (Hendel-Giller & Stepich, 2017). First, this writer’s instructional

development experiences are in higher education and this case would expand my knowledge to

enterprises. Secondly, this writer’s approach to instructional design is still in development, prior

development experiences did not follow a rapid design approach, thus it will be interesting to

analyze a rapid design approach outside of higher education. A reflective case study approach

benefits this case to ascertain content relevancy, meaning and is useable, while understanding

there is more than one way to design this training; therefore, stakeholders must be flexible, have

an open mind to other design suggestions, and continually reflect in order to make revisions that

improve the training (Ertmer, Quinn, & Glazawski, 2017). In sum, this particular case study was

selected to challenge this writer’s instructional design and analysis skill set.

Initial Questions

1. What is the development budget?

2. The timeline is expected to be aggressive, when must this training be completed by?

3. Are leaders and supervisors aware that this training is being developed?

4. Has a SME(s) been identified?

Potential Challenges

This writer made this note while reading the case “challenge-started with new reps and

not the supervisors”, interestingly this is a point one of the designers also highlighted. Without

this training, the agency is in jeopardy of employee turnover which is extremely costly. The buy

in of supervisors, who the training is designed for may be a challenge since this training comes

after the fact (i.e. after being hired and working in their position for some time now).
 3

References

Hendel-Giller, R., & Stepich, D. A. (2017). Case study 27 Rapid design approach to designing

instruction. In P. A. Ertmer, P. A & K. D. Glazawski, K. D. (Eds.), The ID casebook:

Case studies in instructional design (4th ed.) (pp. 242-246). Routledge.

Ertmer, P. A., Quinn, J. A., & Glazawski, K. D. (2017). The ID casebook: Case studies in

instructional design (4th ed.). Routledge.