I am not presenting a case study but rather my thoughts on our development with emphasis on the process here at the University of Utah.
I am the Director of the division at the University of Utah called Media Solutions. We produce instructional multimedia products for the University. This is everything from telecourses, to teleconferences, CD-ROM, to web pages. Consistently I find when working with faculty and administrators that it is difficult to convey the necessity for pre-planning and instructional design. This leads to chaos when we get into production. Because there isn't enough understanding of the production process, false expectations arise. Faculty, who are not given enough release time to adequately participate in the first place, find themselves scrambling to develop all aspects of the course. Administrators who see the process as just another aspect of teaching, are not ready to accept any snags in the time line that inevitably pop up--especially in designing CD-ROM.
I am currently working with a team to design a systems approach to multimedia development for our projects. I think the pitfall will be in building an understanding on roles and responsibilities in the development process.
How do you help a professor, who has very successfully taught his/her course alone, see themselves as the subject matter expert in a project and accept that successful multimedia development is a team process?
How do you help that professor, who has either never heard of instructional design or views it as a very rigid process that will rob them of their creativity, to see the value of the process in developing multimedia?
How do you keep team members accountable for their responsibilities when faculty are tenured and respected and can drop out of the process without any repercussions?