Week 3: Case Study

INTRODUCTION

In learning from a case, [students] determine the relevant facts, analyze them, and draw conclusions about the cause of the problem and what action to take. Their conclusions often differ from both the protagonist’s thinking and the case writer’s own implicit diagnosis, although all are based on the same facts. The most powerful and interesting cases are those that allow for several assessments of the same situation, leading to several equally plausible and compelling conclusions, each with different implications for action. Source: http://www.soc.ucsb.edu/projects/casemethod/caselearning.pdf

This case study provides an example of how the authors used instructional design processes in their work. Reviewing this case will give you ideas for how ISD can be used in developing projects and writing reports. As you review the case, note how the ISD approach was incorporated from the perspective of the developers, and consider how CSI can improve processes in similar ways. Ask yourself how you would approach this case based on ISD strategies. As you read the case, also consider the format, writing style and organization that the authors used to communicate the processes and information.

Use the following case study for your conference activity.

CASE STUDY: Quality Management in an eLearning Support Unit
http://www.lesleyboyd.com/attachments/File/Case%20Study%20QMS%20for%20eLearning%20unit%20at%20UP.pdf

Added 4/23: MORE Case Studies from which to choose
SUPPLEMENTAL MATERIAL
How do I use case studies for student learning? http://www.deakin.edu.au/itl/pd/teaching-tips/documents/use-case-studies.pdf