Investigating strategies for using related cases to support design problem solving

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 instructional 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 technology-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, suggesting the need for strategies that support learners’ thinking and reasoning.

Appendices

Appendix A: Description of the tasks

The case analysis task

The case analysis task consisted of three parts: an individual paper, small group discussion in project teams and then a discussion involving the whole class. The case materials were made accessible through the subject Web site and students were provided with copies of the CD-ROM products at the first class meeting. The individual component was worth 30% of the overall mark.

The weekly schedule suggested that students work on their individual case analyses from Week 2 to Week 4 (when this assignment was due). The task encouraged learners to study the materials and develop an understanding of the ‘story’ behind each of the products. To assist students with their analyses they were asked to develop responses to the following questions for each case:

• 1. Describe the major stages and decision points in the process of developing the product. What are the major issues at each stage?

• 2. How do the experiences of the designers in this case relate to:

  • other literature you have read about multimedia design and development or

  • your own experiences as a designer (for example in your work or for an earlier subject in the course)?

• 3. Choose a particular feature of the product which is discussed in the case.

  • Describe how you think it relates to the original concept and goals of the project.

  • From the information in the case what do you think were the major design issues in developing this feature?

  • Do you think the feature is effective? Explain your reasoning.

• 4. What are the major project management issues in developing a multimedia CD-ROM that are highlighted by this case? (Use example situations from the case to support your ideas.)

• 5. What are the main things that you think you learnt from studying this case?

In addition, it was suggested that students complete their assignments with a brief comparison of the two cases, highlighting the main points of similarity and difference.

The second class meeting was a full-day workshop held on Saturday in Week 5. Two hours of the morning session was set aside for the project teams to discuss the cases. They were asked to focus on the following questions and then to post a summary of their main points on the class discussion forum:

• 1. Are there any design issues or strategies highlighted by the cases that you think will be important in developing your team’s project?

• 2. Are there any project management issues raised by this case that could be important for your project team?

When all of the teams had posted their summaries, the class was re-convened and the instructor facilitated a discussion that encouraged the team members to share their perspectives.

The group project task

The group project was the major component of the student’s assessment work in the subject and was comprised of two parts. The first part required each of the teams to develop a design statement that detailed ideas for the project. To do this team members would need to meet with their client to develop an understanding of the learning or training problem to be addressed. From this understanding the team would then develop an appropriate solution, which would then be expressed in the design document.

The assessment instructions provided some directions on how to proceed, but groups were able to decide how their members would work together to develop the design statement, including the division of labour, the frequency of meetings, and the nature of communication and collaboration. All students had previous experience in developing design statements for a pre-requisite subject, though not for a real project. As in the previous subject, a template was provided to guide students through the preparation of the design statement. The design statement was due in Week Seven of the session, its preparation overlapping with the case analysis task. Teams then had a further ten weeks to develop the prototype.

This second part of the group task required each of the teams to produce an educational multimedia package based on the design statement they had prepared. Brief instructions provided in the subject outline indicated that each team member should make an identifiable contribution and that the product should be produced through a full development cycle. Further clarification of the task occurred in class discussions, and between the instructor and project managers from the groups. The instructor and class agreed that the final product should be in the form of an advanced prototype in which a significant section of the package would be completed and polished, while other parts could remain undeveloped.

The final version of the package was due for submission at the end of session with the exact date negotiated separately by each team.

The reflective tasks

Engaging learners in reflective tasks that encourage them to look back on their project experiences was a key element of the learning design. The reflective phase required learners to submit two assignments. The first asked them for an individual response to the following series of reflective questions:

• 1. What was your role in the project team? Describe your tasks and responsibilities.

• 2. How did you work with the other members of your team?

• 3. What were the main design and management issues your team encountered during the project?

• 4. Choose a particular issue and describe how you addressed it.

• 5. Was there any information from the cases or readings you studied that was useful in working on your project?

• 6. Are there any parallels between your project and other projects described in the cases and readings?

The students were also invited to include any other issues they felt were relevant. The aim of this task was to move the learners’ attention away from the production tasks they would be heavily involved in during the final stages of their projects, and encourage them to look back on their work over the session and consider some of the broader issues. It was also suggested that they use this piece of writing as the starting point for the final assessment task—the group reflective case.

The group reflective case was a collaborative writing task that required each of the project teams to prepare a case describing the development of their projects. Teams were asked to address, but not be limited to, the following aspects:

• the original concept (‘the big picture’);

• the design ideas and considerations that led to the design statement;

• how concepts from readings, lectures and demonstrations influenced the design;

• how the design ideas were implemented in the prototype and the factors that influenced those decisions;

• how team members’ ideas about designing educational multimedia products had changed as a result of the project experience.

The team members were asked to consider not only their experiences, but the lessons they had learned that might be useful to them in future work or to other new project designers and developers. No stipulations were made as to the format of the assignment other than it should include an overview of the project and reflections from each of the team members. Sample cases were provided to give learners ideas for how they might present their assignments.

To assist with this task, it had been suggested that learners keep a journal throughout the session to which they could refer when preparing these final assignments. An example of a reflective diary was also provided as part of the subject resources. Other suggested sources included discussion contributions and project documents.

Appendix B: Semi-structured interview protocol

• 1. Prior experience

  • a. Have you had any experience working in a project team prior to this subject? (If yes, please describe the project, the team and your role.)

  • b. Have you had any experience working on a multimedia project prior to this subject? (If yes, please describe the project, if you worked in a team and your role.)

  • c. Have you had any experience studying with cases prior to this subject? (If yes, please describe.)

• 2. Working with the case materials

  • a. How did you work through the case materials when preparing your first assignment? (Probe for description of process and approach.)

  • b. Did you look at the following components of the cases? (Check off for each case)

     

    	Case 1	Case 2
    Overviews
    Timelines
    Interviews
    Original documents
    Publications describing the project
    CD-ROMs

  • c. Which aspects of the case materials did you find useful? Why?

  • d. Which aspects of the case materials did you find difficult? Why?

• 3. Developing the project

  • a. What was your role in your project team?

  • b. Were there any issues highlighted in the cases that helped you develop the design for your project?

  • c. Were there any issues highlighted by the cases that helped you manage or participate in the team process?

  • d. What resources did you find most useful in developing your own project?

• 4. Preparing the reflective cases

  • a. Have you prepared your reflective cases yet? (If yes, please describe the process that you went though?)