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The role of cases in supporting problem solving: Learners’ interpretations and use of related cases to support authentic design activities
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, University of Wollongong, Australia

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper describes the findings of a study into the role of cases in supporting problem solving. The study followed small teams of students as they worked on authentic design tasks to develop an educational multimedia product for a real client. Jonassen's (1999) model for a technology-supported, constructivist learning environment was used as the framework for the design of an advanced-level subject offered in a postgraduate Education program. A key feature of this model is the use of related cases to support authentic design activities. A qualitative case study approach was used to investigate learners' experiences of the subject. A rich set of data was collected, including student assignment work, discussion records and interviews. Analysis of the data provided insights into the learners' interpretations and use of the cases in developing their design solutions.

Citation

Bennett, S. (2003). The role of cases in supporting problem solving: Learners’ interpretations and use of related cases to support authentic design activities. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 724-731). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 23, 2019 from .

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