General Studies in Instructional Systems

Can you give us a case study of an application of ID theory that has worked well?

It is a question that I received from the floor just after I gave a talk at a recent meeting about how great ID is. Actually, answering this question is quite tricky. Apparently, when you use ID theory and models, it's as if they're a panacea, a cure for any disease, and a cure for any disease. It's because there is a section of magic that is expected to be done.

ID theory offers a framework for re-evaluating the problems in your educational practice and looking for solutions. It is something to do. The actual solution to the problem requires the skill of an identity expert to try and implement a solution for each case. However, if you need help with anything, I'm here to help.

I don't think this answer is very convincingThis is because it doesn't meet the need for real-life examples.The answer to this question is a muddled answer because it contradicts what the ID first principle says: "Not tell me, but show me". The problem is that the lecture does not include not only a theory, but also a case study of how to use such a theory in such and such a way that it became so wonderful. I believe that the questions from the floor have shown that there is room for improvement.

Another answer to this kind of question that I think is finally available these days is that "the case of online graduate school is at Kumamoto University", because the educational program that Suzuki, an identity expert (and often called a guru), has created in such a privileged environment is the "ID theory If we can't call it "an applied case study that has worked", that would be troubling, because it would call the credibility of the ID expert into question. With this in mind, I was asked to write a paper on how we have been striving to achieve "maximum results under the given conditions" with some twists and turns, though I think it's still a bit early to do so, but I was asked to summarize it. Here we can read the intent to present an ID perspective on this major that I am just beginning to make. First, let's deepen our understanding of ID by reading this paper critically. In addition, I would be happy if you suggest that we should pay more attention to these points or that there is another way to do things, and if this leads to the improvement of education in our department.

I want to start out the Review of Research in Teaching Systems with a case study rather than an introduction to theory. I wanted to do so because I wanted to do a "Not tell me, but show me". So, please read this case study, paying attention to what ID theory ideas are incorporated in the case study.

• Shirou Kitamura・Katsuaki Suzuki・Hiroshi Nakano・Tsuyoshi Usagawa・Fujio Ohmori・Norio Iriguchi・Toshihiro Kita・Yoshihiro Ekawa・Sachi Takahashi・Junko Nemoto・Ryuichi Matsuba・Masahiro Migita(2007)
  Quality Assurance Efforts at an Online Graduate School to Train e-Learning Professionals: A Case of Instructional Systems Program at Kumamoto University.
  Journal of Multimedia Aided Education Research, 3(2)：25－35 (in Japanese)
  http://www.code.ouj.ac.jp/media/pdf3-2-6/No.6-04tokusyuu03.pdf

• Katsuaki SUZUKI, Junko NEMOTO(2011)Around the Birth of Three First Principles of Instructional Design. Transactions of Japanese Society for Information and Systems in Education, 28(2):168-176（in Japanese）（link）
  
• Shuichiro Hirano(2008)Kumamoto University Graduate School of Educational Systems - Japan's first graduate school for training e-learning specialists through e-learning -. The Current State of University E-Learning" Part 1（in Japanese）