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An instructional design case event: Exploring issues in professional practice

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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 ID 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.

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Authors and Affiliations

  1. the University of Virginia, USA

    Mable B. Kinzie (Associate Professor and M) & M. Elizabeth Hrabe (Doctoral Candidate and Instructor)

  2. Indiana University, South Bend

    Valerie A. Larsen (Visiting Assistant Professor)

Authors
  1. Mable B. Kinzie
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  2. M. Elizabeth Hrabe
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  3. Valerie A. Larsen
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Additional information

A previous version of this paper was presented at the annual meeting of the Association for Educational Communications & Technology (AECT), Albuquerque, NM, February 1997.

The authors may be contacted at the Department of Educational Leadership, Foundations, and Policy, Curry School of Education, University of Virginia, Charlottesville, VA 22903-2495. Phone (804) 924-7471; fax (804) 924-0747; e-mail: Kinzie@Virginia.edu.

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Kinzie, M.B., Elizabeth Hrabe, M. & Larsen, V.A. An instructional design case event: Exploring issues in professional practice. ETR&D 46, 53–71 (1998). https://doi.org/10.1007/BF02299829

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  • DOI: https://doi.org/10.1007/BF02299829

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