The ID Casebook: Case Studies in Instructional Design [Paperback]

I bought the ID Casebook for pleasure reading and because I wanted to learn from real-life examples. Unfortuately, the book is designed to be used in a class with an instructor's guide. I began reading the book and within the first case the instructor's guide was referenced. I tried to buy the instructor's guide and was told that since I was not an instructor I could not buy the guide. The book is pretty much useless to me without the guide. I can go through and read the cases but without some of the accompanying material that is necessary in order to evaluate the cases the learning is lost. Save your hard earned money and DO NOT buy this book unless you are in a class that requires it.

This is an excellent book of case studies from all realms of business. It gives real life examples of some true; yet, unbelievable situations that have taken place with instructional design. Great learning tool and the examples are concise enough that you can read it quickly and have plenty of time to ponder about what you have just read. I would highly recommend this book for anyone learning about ISD or for ISD's that would like the opportunity to experience new situations while applying ISD tactics. Great Book!

Ertmer & Quinn's (2003) "The ID Case Book, Case Studies in Instructional Design, Second Edition," was a required text of the University of Wyoming's course, Design and Development of Instructional Systems, (ITEC 5560). The course was taught by Tillman Ragan, PhD.

I have selected this text for review because it is a current and relevant text in the field of instructional technology and has implications for adult education. I am engaged in the research of both disciplines as part of my doctoral studies for the University Of Wyoming.

The book is a compilation of 36 case studies in instructional design with each case study followed by a set of "Preliminary Analysis Questions" and a few "Implications for ID Practice." Each case study is only 4 to 8 pages in length and therefore allows the student an opportunity to get intimate with the case without getting overloaded with impertinent details.

The entire structure of the book is divided among 3 parts. Part I, the introduction, provides students with suggestions for approaching the study of cases and "case-based instruction." It posits that students are "typically excited" about using case studies, but cautions that students can be wary of the process because of their "unfamiliarity with this approach." The introduction helps to alleviate the suspicion.

Part II contains the 36 cases and includes situations in several educational contexts in the educational and business fields. The bulk of the text is encompassed in the description of the case studies.

Part III provides the learners an opportunity to reflect on their case-based learning experiences and on the usefulness of the instruction medium. It also introduces the "beginning instructional designers" to the future of instructional design, especially as it relates to the Internet as a method of delivery of case-based instruction.

The authors wrote the text in an effort to provide realistic situations to students of instructional design. These situations give the students with `book learning' an opportunity to demonstrate and test their mastery of the field of instructional design in significantly varied contexts.

It is possible that a person who is good at learning something from the book will not know how to deal with a realistic situation. Like some of the designers in the cases we discussed, we may have a master's or doctoral degree in instructional design, yet still not deal with a situation well. We need the opportunity to practice what we learn in our books.

The authors of this text have been successful in their quest, and true to their purpose, in supplanting situational learning through case-based instruction. I personally facilitated a group discussion involving one of the cases, and was a discussion participant on several of the cases as the semester progressed. I believe I am not speaking entirely for myself when I say that the study of the cases, and the subsequent discussion, was a true learning experience that generated new knowledge in the students of instructional design.

I found the case studies to be interesting, informative, and realistic. Many of my student-colleagues stated that they had endured similar situations in their own professional instructional design positions. It is because of the authors achieved purpose of learning through realism that I recommend this text for any student or professor of advanced instructional design and technology.

Unless otherwise noted, all references are from:

Ertmer, P. & Quinn, J. (2003). The ID Case Book, Case Studies in Instructional Design, Second Edition. Upper Saddle River, New Jersey: Pearson Education, Inc.

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