investigating strategies for using related cases to support design problem solving推荐.pdf

Education Tech Research Dev (2010) 58:459–480 DOI 10.1007/s11423-009-9144-7 DEVELOPMENT Investigating strategies for using related cases to support design problem solving Sue Bennett Published online: 24 November 2009 Association for Educational Communications and Technology 2009 Abstract Case-based learning has long been used to bring students into contact with the complexity of real-world situations. Despite this popularity and considerable history, research into how case analysis can support future problem-solving has been limited. The study reported in this paper investigated learners’ understanding of multimedia instruc- tional design and development derived from the analysis of two richly detailed cases, and how this understanding then supported learners in their own design projects. A qualitative case study approach was used to follow a class of Masters students engaged in a tech- nology-supported, case-based learning environment. Student work from case analysis, group project and reflective tasks was the key data source, complemented by interviews with students and their instructor, observations of class meetings, and the collection of online discussion list records and electronic resource files. The study found that the case analysis task raised learners’ awareness of design approaches and project management strategies, and that discussion and reflection play critical roles in developing students’ understanding. The study also highlighted some limitations of the case approach, sug- gesting the need for strategies that support learners’ thinking and reasoning. Keywords Case-based learning Instructional design Design projects Problem solving Introduction Many teachers recognise the value of involving their students in tasks that reflect the ways knowledge and skills are used in real world practice. This reflects a long