Title: Online Learning Environments: A Report of an Instructional Design Case Event.
Abstract: This is a discussion about the role of a case or authentic scenario in an online learning environment. Using authentic cases for intentional learning promotes effective, cognitive, and affective transfer between learning space and performance space. Creating an online case event provides an opportunity for learning design professionals to use instructional systems design in an authentic, teamoriented, web-based learning environment. A case approach aids the Instructional Systems Design (ISD) learning process and helps to facilitate further research of online learning environments. Case studies have been an effective tool for developing professional knowledge across disciplines, however, case events dedicated to the study and practice of instructional design is limited among learning services professionals. The purpose of this discussion is to offer educational benefits about learning and practicing instructional design within an online learning environment. Introduction There are too few opportunities for learning service professionals and students to practice authentic instructional design as a part of their respective training and academic preparation. The professional practice of instructional design (ID) requires high-level problem solving, critical thinking, and interpersonal skills; design problems are often complex and multi-dimensional. Novice instructional designers face practical issues for which they were not prepared (Julian, Larsen, and Kinzie, 1999). Analyzing cases provides an opportunity to explore professional issues while students learn (Kinzi, Hrabe, and Larsen, 1998). Learning through a case-based environment allows novices to analyze the case, reflect on relevant theories and techniques in attempting to understand a real problem, develop a response, and consider potential consequences. Over the past several months, we have explored aspects of an educational approach using an online case event that served to provide designers with an opportunity for teamwork in an authentic environment. The components of this discussion include: 1) a review of the case method as a learning strategy, 2) the role of a case in an online learning environment, and 3) learning instructional design from a case experience. This discussion concludes with recommendations for using case method for a successful online learning environment. The Case Method as a Learning Strategy Case methods help students examine theories during the learning process, and to apply these theories to situations they may encounter when they are no longer students. Educators and trainers should regard a classroom as any learning space, performance spaces of the information age can be situated at remote sites, accessed at convenient times, and personalized to match the capability of individual learners. Each episode of guided learning is distinctive and separate, while remaining part of a larger curricular scheme. Using case methods and an online learning environment, students ’ learning space becomes larger than a traditional classroom and is similar to performance space. Case events help learners to think like practicing professionals by seeking solutions in realistic situations. Case events have been used extensively in professions such as law, business, and medicine and more recently have gained popularity in other professions such as teacher education, engineering, nursing, and instructional design (Ertmer R 2) cases as opportunities to practice analysis, the assimilation of differing perspectives, and the contemplation of action; and 3) cases as simulations for personal reflection”(1996, p.3). Case studies provide realistic scenarios that encourage students to recognize the link between theory and practice, weigh resource constraints in choice alternatives, practice
Publication Year: 2005
Publication Date: 2005-10-01
Language: en
Type: article
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Cited By Count: 5
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