An instructional design case event: Exploring issues in professional practice

Abstract

Cases have been recommended as an important instructional tool for developing professional knowledge across disciplines. In this paper, we begin by defining case methods, a potentially valuable instructional tool for encouraging authentic, active learning. We describe our approach to the design and use of instructional design (ID) cases, and go on to report on the design and use of a Web-based ID case in a team case competition involving six universities. Students and most officials were enthusiastic about the use Of lD cases and about this event. Team collaboration and competition were noted as motivating factors for students. The findings are being used to inform ongoing research and development, which is also described.

The effect of computer-mediated collaborative learning on solving III-defined problems

“…Because of its potential to enhance knowledge acquisition, problem-based learning has become a popular method to deliver classroom instruction in education, and has been widely implemented in a variety of other academic environments (Edens;Flynn & Klein;Kinzie, Hrabe, & Larsen, 1998, Shulman, 1992.…”

The influence of discussion groups in a case-based learning environment

“…However Case-based methods are being widely implemented in a variety of learning environments. While used for many years to teach management, law, and medicine, case-based learning has become a popular method in teacher education and in instructional design and technology (Carter, 1989;Cross & Steadman, 1996;Ertmer & Quinn, 1999;Ertmer & Russell, 1995;FlorioRuane & Clark, 1990;Graf, 1991;Kinzie, Hrabe, & Larsen, 1998;Kleinfeld, 1990, Kowalski, Weaver, & Henson, 1990Merseth, 1991;Shulman, 1992).…”

Designing real life cases to support authentic design activities

“…Case based instruction has a firmly established tradition in professional disciplines such as business and law, most notably at Harvard University (Sykes & Bird, 1992). Recently cases have found application in other disciplines, such as teacher education, educational psychology and instructional design (Ertmer & Russell, 1995;Kinzie et. al., 1998).…”