For hundreds of years learning has occurred through observation. Children watch their parents and grow up to have families of their own and use the lessons learned to build those family dynamics. This same concept of learning by example and through others’ experience seems to be a reasonable way to garner knowledge and skills such as analytical thinking for future practitioners as it has been for years in the family. Of course, the caveat to these experiences is they can sometimes present success and sometimes failure making it hard for the doer or practitioners to see the value in sharing their experience as a learning opportunity for others. As explained by Jonassen (2006), case-based learning, case-based instruction, case studies, problem-center instruction, and problem-based teaching are various forms of learning to solve problems in a formal education context when using cases. Ashbaugh & Kasten in 1991 posit (as cited by Ertmer & Russell, 1995) that for over 100 years, case-based instruction has been incorporated into professional preparation programs as a way of bridging the gap between classrooms and practice. Evidence exists of CBL instructional method as prevalent for teaching and learning in a business school context (Lee et al., 2009). However, very few cases are available to support the profession of instructional designer. In instructional design, case development is limited, whereas, in other fields, the design of courses is heavy on the use of cases.
For years there has been confusion over the definition of case-based learning (CBL). Jonassen (2006) argues content and form, and the function is essential to CBL. However, content and form may not have merit to a problem because it addresses the solution while the problem remains unidentified (Jonassen, 2006). The content and form represent the situation being studied or reviewed to solve or avoid a potential problem. In agreement with Jonassen, it is paramount that the case’s function is determined in advance of the content. Understanding how the case is to function in learning is important. In his research on the topology of CBL, Jonassen (2006) examines the usefulness of Merseth’s Three Categories of Cases, 1) exemplars, 2) analysis, and 3) personal reflection where he extends the use of two of Merseth’s categories to create a topology of case instruction application. Jonassen (2006) argues cases as exemplars for providing advice, analysis in case-study, and problems to solve. Jonassen and Hernandez (2002) posit stories can be used as a task analysis tool and as an instructional aid in the form of case-based teaching. There are many variations of the definition of case-based practice for teaching, instruction, learning and reasoning, but they all lead back to one common theme sharing of a knowledge and experience.
In the business field, a significant amount of learning is derived from the regular use of case analysis. Students are expected to understand real-life business practices through both the success and failure of companies and professionals. In my experience as a business professional, I reviewed and analyzed cases while in college studying business, and I occasionally use case study in my professional career. On-the-job, I use cases for legal and employment matters, and often to support disciplinary actions. I have also subscribed to a bulletin called the Manager’s Legal Bulletin designed to inform managers of workplace legal issues to avoid costly litigations such as wrongful termination, illegal performance appraisals, sexual harassment, and equal employment violations using case study illustrations. Cases are relevant for gaining knowledge and understanding about a subject.
As described by Harvard School of Business, cases are actual business situations (Corey, 1996). If cases are business situation one could argue the investment of education for an instructional designer, instructional design of activities and sharing of experiences are all business situations where experiences both positive and negative are sharable. Regardless of the outcome of the business situation matriculating into profession or working to enhance knowledge can be learned from analysis cases of practitioners in all fields including business, medicine, aerospace, law and instructional design. The fundamental question is would we want a surgeon to operate or a lawyer to try a case without having studied a real-life experience? Probably not. So, why would we want to develop instructional designers who do not have an opportunity to learn from the experience of instructional designers in the field. Case-based learning is critical to providing a real-life observation and should be adopted as practice by instructional designer when appropriate.
References
Corey, R., “The Use of Cases in Management Education,” Harvard Business
School Case No. 376-24.
Ertmer, P., & Russell, J. (1995). Using Case Studies to Enhance Instructional Design Education. Educational Technology,35(4), 23-31.
Jonassen, D. (2006). Typology of Case-Based Learning: The Content, Form, and Function of Cases. Educational Technology, 46(4), 11-15.
Lee, Seunghee & Lee, Jieun & Liu, Xiaojing & Bonk, Curt & Magjuka, Richard.
(2009). A Review of Case-based Learning Practices in an Online MBA
Program: A Program-level Case Study. Educational Technology &
Society. 12. 178-190.
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