ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00484.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00485.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTThe position of the case method in MBA education is discussed, followed by an examination of the nature of business cases, benefits to be derived from the case method, roles for students and instructors in case‐oriented courses, and issues concerning integration of cases into an overall course design. It is argued that case analysis helps students to develop the kinds of skills that are essential to success in business organizations: identification and analysis of complex business problems, application of judgment in developing solutions, interactive problem‐solving, and persuasive presentation of conclusions.The case method presents special challenges to both the instructor and the student. Both are required to sacrifice their traditional roles. The instructor is a facilitator rather than a content expert, and the student must assume a highly active role, providing the substantive content for the discussion. Both instructor and student are well rewarded for their adjustments by the many benefits of the case met

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00486.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTRarely, on a major project, does a designer serve as his or her own SME, but the Singapore government's requirement for a curriculum to teach instructional design provided just such an opportunity. This case study presents the steps taken to verify the need for such a curriculum and the processes used to interrelate a variety of skills into a coherent curriculum. The reader is asked, in the presentation of the case, to anticipate the specifics of the next steps in the process, e.g., to identify the types of people to be interviewed in the needs assessment and the major questions you would ask. The article includes a hierarchy of the instructional design competencies and a list of courses which will be offered. It concludes with a description of the plan for implementing the curriculum in Singapore.

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00487.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTThis article presents a “messy” case study designed for intermediate and advanced students or trainees in instructional design courses. In the case study, a video production company has just hired the student as its first instructional designer to help the company position itself in the interactive video training market. The case study is presented in several scenarios. The initial scenario sets the stage, de scribing the video company and its first interactive video project. This is followed by a set of decisions the student designer must make. The subsequent scenarios add a set of complicated “realworld” constraints to the project, and are again followed by sets of decision questions for the student. The case study includes directions for the instructor, a set of enrichment questions, and a bibli

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00488.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTConsulting skills can be developed and improved through the use of a unique case format and method of case analysis. The format and methodology, developed by Argyris, is based in his theory of action. Argyris argues that consultants function out of two theories, one which they espouse and another which actually guides their words and actions, their theory‐in‐use. A consultant's theory‐in‐use is often tacit and thus unavailable for self‐examination or correction. The analysis is conducted in a small group using a case which the consultant has constructed from an actual dialogue he or she has had with a client. The dialogue provides the means to examine possible contradictions between the consultant's theory‐in‐use and the espoused theory. In addition the analysis provides insight into inferences the consultant makes about the client's words and actions which may

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00489.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTThe case study method is generally used for enhancing higher level learning. However, it also has the potential for going beyond learning to help attain desired human performance outcomes. This article presents the case study method as a concept whose critical attributes are that it is a form of simulation with a clearly defined objective—analyze and solve job related problem — and that it contains complete, accurate and clear descriptions of the issues, events and characters. The major variable attributes are the nature of the case study purpose, length, level of detail, individual/group involvement and type of conclusion. Reasons for using the case study method to improve human performance are offered along with guidelines for creating a case. The article concludes with descriptions of different case study method types and formats as well as criteria for evaluating the quality/usability of cases that readers may either create themselves or select from existing sour

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00490.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTGuided design is a systematic approach to instruction which is centered upon the learner's ability to solve open‐ended problems that typify the situations he or she will experience as a professional in the field. The content is taught by self‐instructional materials that have been systematically developed. The problem‐solving process is taught using group projects that are designed to afford maximum utilization of the content in solving the problem presented by the

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00491.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTCase materials offer a high potential for the learner to interact with content because they are problem‐and process‐oriented. Details of a case may help learners transfer both process and content outcomes to new situations. Support forusing casescomes from many schools of thought although the exact nature of mental interaction are difficult to define. A macro model for the design of case materials is provided that includes: (a) objectives, (b) entry skills, (c) content, (c) questions, and (e) boundaries. Preparing effective questions is particularly critical. New models of design for interactive media such as hypermedia hold promise. Current interactive video systems are seldom used for high‐level objectives such as evaluating and judging which is the strength of using case materials and can not be recommended based on cost/ benefit. Case problem‐vignettes can be excerpted from other material. Other delivery systems and methods such as print material and role play are highly effective and seem to yield the best return for most education and training needs at the prese

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00492.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTAccording to relevant research and descriptions of case study use, these materials are particularly useful in teaching (a) higher‐order objectives,(b) procedures for problem‐solving,(c) evaluation protocols, and (d) judging data within a context. Case materials, in a wide range of content areas, provide problem‐oriented descriptions of real or believable events by providing sufficient detail on an event to permit a reader to analyze a problem and its possible solutions. These materials complement traditional methods and serve as a bridge between theory and practice. Case materials may also teach how to identify problems, evaluate or judge data, and solve problems. As a procedure for documenting past decisions (e.g., performance technology practices), case studies can provide new professionals with guidelines for designing or implementing their

ISSN:0898-5952    

DOI:10.1111/j.1937-8327.1991.tb00493.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY