• Have students review the case materials
• Use some of the discussion questions below to stimulate student thinking about the case.
• Have students work in teams to develop a case response. We are now recommending that students detail a design in their solution, and ask that the design show evidence of understanding of the:
  • Issues
  • Perspectives of key players
  • Professional knowledge that respondents have that applies,
  • Recommended design solution, and
  • Anticipated consequences of the design solution.
• After completing the case responses, you may want to have students review some of the following materials:
  • Winning case responses from 1996 (note that teams were not askedspecifically to generate a design in their case response)
  • Judges' comments from 1996
  • Expert perspectives on the case, for other points of view.

1) Facts/Issues/Problems/Dilemmas/Opportunities

• What had the team of teachers accomplished before Terry arrived on the scene? Why was she brought in to take over the project?

• What was the difference between the outcome of Terry's needs analysis and the goals set forth by the team? What were each of these sets of instructional goals based on?

• What do you think about the way Terry dealt with Jane Pruitt? How did whe resond to the work and ideas produced by Jane over the past year?

• The Gant chart represent the division of tasks between the team members. What was the efficacy of these assignments? How might you describe the responsibilities of each team member?

• Describe Terry's view of her qualifications compared to those of the teachers when she begins working with the team.

• What was Mavis's perspective of the design process? Why did she miss the schedule conflicts of some of the proposed targert audience members in the needs analysis?

• How do each of the teachers respond to the needs analysis? Do they question any aspects of this process after it is completed?

• What might the parents of the students believe to be important objectives to prepare their children for careers and college?

• How do you suppose Jane feels about the results of the workshop? What might she suggest as solutions for the problems?

• What does Terry perceive as the cause for the problems that occurred during the workshops? How might she describe the design's effectiveness?

• How do you suppose the students feel about the results of the workshop? Do they view the skills addressed during the workshop to be applicable to their future in the workpalce or college?

3)Knowledge

• How effective was Terry's needs assessment? What aspects of this process addressed the needs of the target audience? Were any components of the needs assessment not addressed?

• How well did the stakeholders who were interviewed represent the actual stakeholders related to this project? (faculty, parents, students)

• What affected the validity of the formative evlauation? How do you think the results may have been skewed?

• What do you know about the development of a needs analysis that was overlooked by Terry? (How might addressing the alternatives have improved the quality of the instructional goals and strategies?)

• How well did the choice of workshop activities address the objectives. What part of the instructional design process was neglected or contributed to these choices?

• What skills does Terry have or need to acquire as a designer and coordinator that affect the outcome of this project?

• How might you address both the needs of the career bound and the college bound students?

• Based on your knowledge of team management, what might be a more effective way for Terry to address Jane's animosity towards the project?

• How might you use your skills and knowledge of formative evaluation to reassess the workshop? What changes might you employ to a formative evaluation during the next workshop?

• How might you use the data collected through the teams's observations during the workshop? What would you change? Why?

• If Terry chooses to conduct a formative evaluation during the next workshop, how might that influence the perceptions the team members have of Terry at this point?

• If guest presenters were given a guideline to follow how do you ensure they follow it? Hoe might the public/media react if you set a time limit and cut off an upstanding member of the community?

• How might the administrators react if Terry decides to re-evaluate and revise the workshop? How could this affect Terry's reputation as a designer? What effect could this have on the money and time budgeted for this project?

• What might happen if Terry brought the team together at this point to discuss their view of the workshop results and their perception of the success/failure of the project?

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