Applying the ID process to the guided design teaching strategy

Abstract

This article describes the application of the ID process to an instructional technique called Guided Design. Guided Design is an approach to teaching that is intended to teach decision making skills within the context of a given content area. This case study traces the development of a Production-Operations Management course from the client’s initial contact with the developer to the final evaluation of the course. To implement the Guided Design technique in the course it was necessary to complete a comprehensive task analysis of the content, develop mastery level self-instruction units, group activities to serve as synthesizing exercises for the content, as well as grading and course management procedures. Student final performance on major course goals was assessed and indicated mastery. The article concludes with the personal observations of the developer and the client about the project and discusses some of the implications of this experience for developers.

This article is divided into two major parts: a description of a development project and some personal reflections on the development process itself. The piece focuses on the real world application of the ID process to a teaching strategy called Guided Design. Boxed ID models are missing but not the underlying logic and success of the process.